Charter Petition for
Film & Theatre Arts Charter High School
Big Picture Schools California, Inc.
TABLE OF CONTENTS
BIG PICTURE SCHOOLS CALIFORNIA – EXECUTIVE SUMMARY
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ELEMENT 1: EDUCATIONAL PROGRAM
Mission and Vision
Identification of the Students We are Attempting to Educate
The FTA Student
Means to Achieve Mission and Vision (How Learning Best Occurs)
Expected School-wide Learning Results (Goals of the Program)
Curriculum and Program
Academic Course Descriptions
Leadership Curriculum
Academic Support and Intervention
Technology Focus
Extensive Professional Development
Closing the Gap
English Language Learners
Special Education
Course Alignment with A-G Requirements for UC Admission
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ELEMENT 2: MEASURABLE PUPIL OUTCOMES
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ELEMENT 3: OUTCOME MEASUREMENT PROCESS
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ELEMENT 4: GOVERNANCE STRUCTURE
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ELEMENT 5: EMPLOYEE QUALIFICATIONS
66
ELEMENT 6: HEALTH AND SAFETY OF PUPILS
76
ELEMENT 7: RACIAL AND ETHNIC BALANCE
80
ELEMENT 8: ADMISSION REQUIREMENTS
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ELEMENT 9: ANNUAL AUDIT
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ELEMENT 10: STUDENT DISCIPLINE
86
ELEMENT 11: RETIREMENT SYSTEM
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ELEMENT 12: STUDENT ATTENDANCE
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ELEMENT 13: RETURN RIGHTS OF EMPLOYEES
94
ELEMENT 14: DISPUTE RESOLUTION
95
ELEMENT 15: COLLECTIVE BARGAINING
97
ELEMENT 16: PROCEDURES FOR SCHOOL CLOSURE
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PARENT / TEACHER SIGNATURES
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ADDITIONAL INFORMATION
FINANCIAL PLAN
102
FACILITY PLAN
109
COURT-ORDERED INTEGRATION FUNDING
110
ATTENDANCE ACCOUNTING
111
SCHOOL CALENDAR
114
SERVICES TO FTA
115
PARENT STUDENT HANDBOOK
119
FUNDING MODEL – DIRECTLY FUNDED
138
DISSEMINATION OF PRACTICE
139
MISCELLANEOUS PROVISIONS
140
BYLAWS OF BIG PICTURE SCHOOLS CALIFORNIA
142
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BIG PICTURE SCHOOLS CALIFORNIA – EXECUTIVE SUMMARY
Big Picture Schools California, a California not-for-profit corporation (“BPSC”), is a
charter school management organization. BPSC’s mission is to generate and sustain
innovative, personalized schools that work in tandem with the real world of the greater
community. We believe that, in order to sustain successful schools where authentic and
relevant learning takes place, we must continually innovate techniques and test learning
tools to make our schools better and more rigorous.
Critical Need for New High Schools in Los Angeles
There is an enormous need and opportunity to build new secondary schools in Los
Angeles, given the large number of overcrowded and underperforming schools. The
public hungers for education alternatives. Los Angeles Unified School District is short
over 180,000 seats and has stated that high schools are its top priority for new schools.
Strategy for Transforming Secondary Public Education
BPSC uses the Big Picture Learning (“BPL”) design, which is a dynamic approach to
learning, doing and thinking that has been changing the lives of students, educators and
entire communities since 1995. All components of the design are based on three
foundational principles: first, that learning must be based on the interests and goals of
each student; second, that a student’s curriculum must be relevant to people and places
that exist in the real world; and finally, that a student’s abilities must be authentically
measured by the quality of her or his work.
Distinguishers and Learning Goals
BPSC believes that high school graduates must know how to reason, problem-solve
and be active members of the community. At BPSC schools, there is no canon of
information that all students must know. In a world where available information is
growing exponentially, we believe that the most important thing a student needs to
know is how to learn. Integral to the BPL design are five Learning Goals, a
framework for looking at concepts, skills, abilities, and help to guide the creation of
personalized student curriculum.
BPSC holds very high standards for our students. Our educational program is designed
from the end-goal backwards – meaning, we have a clear vision of our graduates’ skills,
knowledge, and personal qualities that will help lead them to success and fulfillment.
However, we also know that to truly educate one student at a time, our goals for student
learning must be flexible enough to accommodate the diversity of student needs and
personal aspirations. Our assessment system is based around two sets of goals – five
school-wide Learning Goals and each student’s own personal goals. Woven throughout
all of the goals is the belief that learning should be authentic and meaningful, as well as a
commitment that each student should become a life-long learner.
Our Learning Goals are tools for problem solving and offer a framework for looking at
the real-world knowledge and abilities necessary to be a successful, well-rounded person.
They are not content-oriented curricula, nor are they completely distinct categories. Each
goal focuses on an aspect of reasoning or community behavior. Students’ learning and
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project work will often incorporate many overlapping elements of the Learning Goals.
BPSC schools are unique environments where students can flourish as individuals
within a community of learners. There are many elements within our learning
design that are uncommon and distinct and that set BPSC schools apart from most
schools. We call these common characteristics ‘distinguishers’, as they distinguish
our design from other learning designs or models. Our School Distinguishers, listed
below, exist as a comprehensive whole. They are interrelated and inform one
another - none work in isolation. It is the seamless integration of reflection-based
action and the distinguishers that result in the powerful success of the BPL design.
The Ten Distinguishers are:
Learning Through Interests: The most important element of the education at a BPSC
school is that students learn in the real world. The main component of every student’s
education is the LTI (Learning Through Internship/Interest). In this internship with an
expert mentor in the field of the student’s interest, the student completes an authentic
project that benefits the student and the mentor at the internship site. The projects are
connected to the student’s interests and meet the needs of the mentors, and are the main
root to deepening student learning and academic growth. There are three primary reasons
for connecting real world, adult mentors to the schooling process: students learn how to
be adults by being with adults; the expertise is out in the real world; and the guidance is
invaluable.
Personalization: One Student at a Time: Learning at a BPSC school is not constrained by
the school day or to the school year – it is constrained only by our guiding principle that
schools must be personalized, educating one student at a time. The philosophy of
educating one student at a time expands beyond “academic” work and involves looking at
and working with each student holistically. Each student’s work is documented on an
individual learning plan created and updated each quarter (or trimester) with the learning
team (the student, parent(s), advisor, and whenever possible, internship mentor) in a
learning plan meeting.
Authentic Assessment: BPSC views learning as a process of growth and change that is
accentuated by the creation of quality products. There are high expectations for each
student in a BPSC school. Assessment criteria is individualized and fit to each student
based on the real world standards of the student’s project (as gauged by the student’s
mentor). Students in BPSC schools are not assessed by tests and are not given grades.
School Organization: BPSC schools use time, people, facilities, resources, and space in
unique ways. BPSC believes that all students should have the opportunity to learn in a
place where people know each other well and treat each other with respect. Schools must
be small – small enough so every student has genuine relationships with adults and other
students and no one falls through the cracks. From assessment tools to the design of the
school building itself, a truly personalized school approaches each student and situation
with a mind to what is best for the individual and for the community.
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Advisory Structure: The advisory structure is the core organizational and relational
structure of a BPSC school. It is the heart and soul of the school and is often described as
the “home” and “second family” by students. Our goal is for all BPSC students to be a
part of a small advisory of no more than fifteen students with one advisor who works
with the students throughout their entire high school career.
School Culture: School culture is not a means to an end, but an end in itself. BPSC
schools are small, personalized communities of learning, where students are encouraged
to be leaders and where school leaders are encouraged to be visionaries. Our schools
strive to create a respectful, diverse, creative, exciting, and reflective culture.
School/College Partnership: BPSC schools show deep faith in all students’ abilities to
make good decisions in assembling their post-high school plans. We also believe that
college should be an opportunity that is available to all students, if they chose to attend.
BPSC schools expose students to the variety of professional, academic, and social paths
available to be pursued after high school and plan students’ academic course in order to
maximize students’ post-high school opportunities.
Professional Development: At each BPSC school, the principal, in conjunction with
other BPSC and BPL staff lead professional development sessions for the school staff.
This ongoing professional development takes place at staff meetings, at regular staff
retreats and at conferences designed to delve deeply into various topics. Advisors and
staff members participate in all BPSC and BPL professional development activities,
including, but not limited to, BPL’s annual Big Bang conference, conferences around
specific BPL initiatives, visits to other schools, and through conference calls.
Results of Existing Schools
BPL’s design is used in over 70 small high schools in the US. All these schools are
successfully serving students who have traditionally struggled in the public school
system and are achieving far greater results than comparable schools on all key
performance metrics. In addition to API scores, State Similar Schools Rank and
graduation and college placement data demonstrate that schools using BPL’s design
substantially outperform comparable school districts across the most significant
student achievement metrics. BPL is achieving these results while serving the
highest need student population. Based on socio-economic data from the California
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Department of Education website, BPL schools educate the same student
demographic as its comparable urban districts.
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The Right Leaders

Steve Bachrach, Principal –In 1994, while working in the film industry as a
cinematographer and screenwriter, Steve became involved in a tutoring program
at Jefferson High School in South-Central Los Angeles. Later, with the school’s
then-Principal Virginia Preciado, he designed a program to encourage students to
stay in school and focus on their studies through the implementation of a film
production, post-production and writing program. Eventually this program, the
Jefferson Academy of Film & Theatre Arts (or FTA), became the most successful
of its kind in the United States, and groups of students from the program were
invited to screen their films on three separate occasions at the Sundance Film
Festival. Inside a school with a 62% drop-out rate, FTA students graduated at a
rate above 94% and over 80% headed to college. In 2004, after petitions by
student and parents, FTA was designated a “school-within-a-school” by LAUSD
Superintendent Roy Romer. Two years later, the FTA community was invited to
form its own charter school by Los Angeles-based Green Dot Public Schools, and
Steve became the founding Principal of Animo Film & Theatre Arts Charter High
School, which consistently outperformed neighboring comprehensive high
schools by nearly 200 points on the state Academic Performance Index. Steve
earned his B.A. from the University of California (Political Science) and his
Masters of Fine Arts (Film/Video and Studio Art) at California Institute of the
Arts.

Deanna Hanson, Development -- Since 1984, Ms. Hanson has provided
management consulting and facilitation services as the owner and principal of her
consulting practice, Deanna Hanson Consulting. Ms. Hanson facilitates strategic
planning, collaborative partnership development, marketing research and solving
business or relationship issues. Clients have included non-profit boards, business
management teams, multi-organization collaboratives and senior level staff
members. Ms Hanson also provides organizational evaluations and
recommendations for restructuring, as well as strategic and marketing planning
and executive coaching. Ms. Hanson has extensive experience in non-profit
management, sales management, marketing planning, customer service,
organizational development and training. From 2001 to 2005, she was CEO of
Linking Education and Economic Development (LEED) in Sacramento. During
the span of her leadership, LEED grew from 5 to 15 staff members and from a
budget of $600,000 per year to over $3,000,000. The agency attracted over
$15,000,000 in grant funding from a variety of private foundations and state and
federal funding sources. LEED’s role as an intermediary for the Sacramento
Region helped facilitate partnerships among public education, businesses,
families, youth providers, local government and community based organizations
to increase opportunities for success for all young people so that they would be
prepared for further education, work be contributing citizens. Ms Hanson has
been an integral part of the Sacramento Area business community for many
years. She was a Regional Sales Manager for Pacific Bell and AT&T’s business
communication division for several years before forming her own consulting
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practice, Hanson Consulting Group. Clientele included corporate clients, not-forprofits, public agencies, small business and associations.

Keith Reams, Finance -- Mr. Reams is the Western Region Lead Economist and a
principal for Deloitte Tax LLP, with over 25 years of experience in finance and
practical business solutions. Keith served as a board member of the Sacramento
Waldorf School for many years as a member of the executive committee and as
their treasurer. He also set up a non-profit foundation for that school. Mr. Reams
is a member of the board of trustees of Rudolf Steiner College, the west coast
Waldorf teacher training institution. In addition, he was on the steering
committee of the Yuba County schools for adjudicated students (the juvenile hall
and continuation schools) for a reform program, helping to develop pilot program
grant money. Mr. Reams has been interested for many years in secondary
education reform. He has worked in the Waldorf school movement to help create
alternative models for high school for a number of years and had envisioned a
model that was similar in many respects to the Big Picture model. He discovered
The Met 2 years ago while reading Alfie Kohn’s works, and was preparing to
attend an alternative education conference in New York Everything about The
Met and the Big Picture model aligned with what he had been thinking and
advocating for in Waldorf circles. His son, Oliver, currently attends The Met
Sacramento.

Elliot Washor, Ed. D., Teaching and Learning – Mr. Washor is the co-founder and
co-director of The Big Picture Company. He is also the co-founder of The Met
Center in Providence, RI. Elliot has been involved in school reform for more than
30 years as a teacher, principal, administrator, video producer and writer. He is
interested in all levels of school from kindergarten through college, in urban and
rural settings, across all disciplines. His work has spanned across school design,
pedagogy, learning environments, and education reform. He is supporting others
doing similar work throughout the world. Elliot’s interests lie in the field of how
schools can connect with communities to understand tacit and disciplinary
learning both in and outside of school. At Thayer High School in Winchester, NH,
his professional development programs won an “Innovations in State and Local
Government Award” from the Ford Foundation and the Kennedy School of
Government at Harvard University. He has been selected as the educator to watch
in Rhode Island. His dissertation on Innovative Pedagogy and New Facilities won
the merit award from DesignShare, the international forum for innovative schools.
Elliot lives in sunny San Diego with his wife and five dogs.
Exceptional Board of Directors
 David Abel -- Chairman and Managing Director, Abel & Associates and New
Schools, Better Neighborhoods, a not-for-profit civic organization implementing a
21st century vision for building schools as centers of community. David has
served as chairman of State Assembly Speaker Hertzberg's Blue Ribbon
Commission to Consider Reforms of California's Initiative Process; on Speaker's
Hertzberg's Commission on Regionalism; chaired former Assembly Speaker
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Villaraigosa's Commission on State/Local Government Finance Reform; and was
a member of the Independent Review Panel - Finance Options -of the Bay Delta
Authority. He is also an original investor and corporate board member of
SuperShuttle International, Inc. He presently serves, in addition to his work with
TPL, on a number of civic and community boards of directors, including: the
California Center for Regional Leadership, L.A. County Economic Development
Corporation, Bedrosian Center on Governance and the Public Enterprise at USC,
USC's Master in Public Policy Board of Councilors, Urban Education Partnership,
Boyle Heights Learning Collaborative, New Village Charter School, St. Anne's,
and Grand Performances. He is presently a visiting lecturer on regionalism at
UCSD. He has been both a Fellow and the Director of the Coro Foundation's
Fellows Program, as well as a fellow of the Robert Kennedy Memorial and the
Institute for Educational Leadership. In addition to his law (Boston University)
and doctoral work in educational administration (Harvard University), his
collegiate background includes an undergraduate degree from Claremont
McKenna College, study at the London School of Economics, and a Master's in
Urban Studies degree from Occidental College.

Deanna Hanson, Corporate Secretary – See above.

Keith Reams, Chief Financial Officer – See above.

Peter Schoenfeld – Chairman of the Board of Directors – Mr. Schoenfeld
develops charter schools and was a developer and Executive Director of
Cornerstone Prep School, a K-8 charter school in Los Angeles. He opened and
was the Principal of Cornerstone Prep Middle School, LA¹s first ocean-themed
school, allying it with oceanographers and educators at UCLA and USC and the
Boys & Girls Club of Venice. Before serving as a school developer and principal,
Mr. Schoenfeld was President of Universal Studios New Media Group and
responsible for developing and managing the television on-demand and
interactive businesses for Universal Studios and CANAL+ outside Europe. Prior
to the New Media Group, Mr. Schoenfeld was Executive Vice President and
Group Strategic Director of Universal Studios Television & Networks Group. In
such capacity, Mr. Schoenfeld built television businesses worldwide and led
television strategy for Universal Studios. Prior to Universal Studios, Mr.
Schoenfeld served as senior counsel for Twentieth Century Fox in Los Angeles
and was a corporate lawyer at Shearman & Sterling (New York) and Brobeck,
Phleger & Harrison (Los Angeles). Mr. Schoenfeld earned his Juris Doctor at
Columbia University School of Law (New York) in 1985 and his Bachelor of
Science in Economics at The University of California, Los Angeles in 1982. Mr.
Schoenfeld did his economics dissertation in England at The University of Kent,
Canterbury and was a 21st Century Trust Fellow in migration policy in
Cambridge, England. Mr. Schoenfeld is currently active in the Pacific Council on
International Policy and the Los Angeles Committee on Foreign Relations.

Elliot Washor, Teaching & Learning – See above.
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Financial Strategy Supports Long-Term, Sustainable Growth
BPSC opened its first school using State and Federal Funds. The key factors that allowed
BPSC’s other school to be self-sustaining on public funds are: a) high student attendance
rates, b) low number of classified employees, c) greater utilization of all employees, d)
low non-classroom based operating expenses, e) State Planning Grants accessed to fund
start-up costs and f) leasing facilities at below market rates. BPSC now operates one high
school in Fresno, CA and plans to expand.
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ELEMENT 1: EDUCATIONAL PROGRAM
CA Education Code 47605 (b) (5) (A)
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 ACHS-motivated, competent, and life-long learners.
MISSION AND VISION
Mission Statement
The Mission of the Film & Theatre Arts High School (FTA) is to prepare students for
adulthood and beyond, including college/university study and a successful entry into the
workforce. We feel that this is best accomplished through a combination of scholarship,
direct experience, and personalized relationships. We aim to create leaders as opposed to
followers; active participants as opposed to spectators; individuals with a transforming
vision that transcends doubts from within and limitations from without. Keeping in mind
the unique challenges posed by our geographical location, we strive to disprove the
unflattering assumptions commonly made about students and families from our section of
Los Angeles and to bring positive attention and increased opportunity to our community
and its inhabitants.
Vision Statement
Film & Theatre Arts High School creates active citizens who will serve as "change
agents", constantly looking to challenge and improve on the accepted status quo. FTA
graduates will be confident, disciplined, pro-active leaders who will excel in college and
beyond. Their focus is on community, and their own function is focused on enhancing
opportunities for themselves and their peers.
Instructional Model Design
FTA’s design is based on the BPL educational model, first developed in Providence,
Rhode Island in 1995. The Big Picture movement has grown to include high-performing
public schools in 14 states, as well as dozens of schools outside the United States
(Australia, The Netherlands, Israel, and South Korea).
BPL, which developed the educational model we are implementing, is used in 70 small
schools throughout the country (including in San Diego, Sacramento, Los Angeles,
Oakland, El Dorado, and Fresno) since its founding 15 years ago, focusing on
personalization of the educational process and accessing "Real-World Learning", outside
the traditional fences or walls of the school, incorporating those opportunities and
resources as vital parts of the learning process. “Real-World” in a more practical sense
connotes a spectrum of activities from interviewing a college professor to interning at an
architecture firm or other professional environment.
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Students (Identification of Those Whom the School is Attempting to Educate)
FTA will be nonsectarian in its programs, curriculum, admission policies, employment
practices, and all other operations; it will not charge tuition, and will not discriminate
against any pupil on the basis of ethnicity, national origin, gender, or disability.
While open to all students, FTA will make a substantial effort to recruit underserved,
low-income students in the school’s neighborhood area. Please see Element 7 for more
information on how FTA will attract underserved, low-income students from the South
Los Angeles area.
FTA will initially serve approximately 200 students in grades nine through twelve.
FTA Students (A Description of What it Means to be an Educated Person in the 21st
Century)
FTA students will strive to be "change agents", who speak out, who take action and who
are constantly aware of their potential positive impact on others. FTA students will be
confident, disciplined, persistent, and self-aware. They will excel in college and beyond.
FTA has identified four goals that describe what it means to be a “change agent” using
one’s academic and real-life education as a base. The following characteristics describe
common behaviors of FTA graduates:




Project-Oriented and Technologically-Savvy Learners apply knowledge from a
variety of disciplines and synthesize it to form solutions to complex situations.
They utilize an array of tools, from words on a page to thousands of digital bytes
transmitted via an ever-expanding collection of delivery devices, in the formation
of opinions and bodies of work.
Culturally Aware Learners are comfortable in their own skin, while at the same
time able to function in and adapt to virtually any environment. They are
prepared to excel in today’s diverse workplace, they embrace diversity and are
keenly sensitive to (yet are not intimidated by) cultural differences, unique group
histories and different perspectives.
Innovative Leaders are capable of surveying different landscapes and choosing
solutions to questions that may not be apparent to the general populace. They are
able to improvise, while at the same time clearly communicating the reasons for
and the anticipated results of recommended actions to their peers. The
innovations we seek are calibrated to create increased opportunity and an
enhanced sense of community.
John F. Kennedy once wrote “Leadership and learning are indispensable to each
other.” A “Life-Long Learner” is more than a mere cliché that educators feel
obligated to include in lists such as this. We believe the hallmarks of life-long
learners are those who are goal-oriented in all they pursue and are able to
incorporate a constantly-expanding knowledge and insight base to help them
succeed.
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Means to Achieve Mission and Vision (How Learning Best Occurs)
Most students learn best in a nurturing, supportive environment where they are known
and treated as individuals, and where their background is honored. Accordingly, personal
attention to individual students and sensitivity to their backgrounds will be a cornerstone
of the school. Students will not fall through the cracks at FTA. To ensure that students
will receive the personalized attention they need, FTA structures the learning
environment and expectations around six tenets that have proven highly effective in small
schools all over the United States.
1. Small, Safe, Personalized
As a 200-student high school with a staff of 13, Film & Theatre Arts High School
will provide a small, advisory-based environment that gives each student the best
chance of success. Small schools help ensure that no students fall through the cracks
and allow students to receive the personalized attention they need to learn effectively.
Students can be held accountable for all of their actions, as the administrators and
teachers are able to develop personal relationships with each student and their
families. Smaller high schools are safer and decrease the security risks inherent in
urban schools, as potential problems can be recognized earlier and mitigated.
Classes are also kept as small as possible at FTA. A 22:1 student-to-faculty ratio is
targeted to provide individual attention to students and help teachers instruct
effectively in classes that typically have students at varying proficiency levels.
2. High Expectations for All Students
FTA is structured around high expectations for all students, and every student will
take a rigorous college preparatory curriculum. All students will be enrolled in
classes meeting the University of California (UC) / California State University (CSU)
A-G requirements, and courses are aligned with California State Content Standards.
BPSC believes all students should be prepared to attend a four-year university after
high school, if they so choose. Every student that graduates from FTA will have
taken all necessary courses to attend a UC or CSU.
Extensive student intervention and support programs will be offered to help students
master a challenging college preparatory curriculum. The majority of students
entering FTA may be two-to-four grades below ninth grade proficiency in core
subjects, making it critical to focus on support programs that can provide students
with the help they need to be successful in their college-prep classes.
3. Local Control with Extensive Professional Development and Accountability
The Principal and teachers are the key decision makers at FTA and, working
alongside parents, students and community mentors, they control all critical decisions
at the school site related to budgeting, hiring and curriculum.
Principals and teachers are prepared to make effective decisions related to instruction
and school site management, because they receive extensive training and professional
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development. A rigorous professional development program is a requirement for any
BPSC school. BPSC schools invest far more time and money into quality
professional development than traditional public schools. Core strategies of BPSC’s
professional development program are observation, collaboration, reflection and an
emphasis on continuous improvement.
Local control works in BPSC’s school model, because schools and all stakeholders
within them are held accountable for student results. If students in a particular school
or in a certain classroom are consistently not performing up to expectations, then
strategic and/or logistical assistance are provided by the organization.
Students are included in various important school-site decisions. Empowering
students to give meaningful input into their schools allows them to develop a greater
sense of responsibility for their education and a heightened excitement for learning.
4. Parent Participation In All Facets of the Child’s Education
Families are invited and expected to participate in their children’s education
experience at all BPSC schools. Family involvement in a student’s education is one
of the most important ingredients to student success, and FTA is committed to
actively integrating parents and guardians into all aspects of their students’ school
experience. Education programs are an important part of the parent participation
program, as many of the parents in the BPL network are unfamiliar with what a
project-based, real-world college preparatory high school experience is like and must
be educated on it in order to best support their children. FTA offers a variety of
programs to get parents and family members involved in the schools, starting with
classes on the school’s methodology and roles and responsibilities of students and
families within the model. According to the educational model, parents meet
quarterly with their child’s advisor to discuss and optimize student learning.
5. Dollars Spent on Education, Not Bureaucracy
BPSC incorporates best practices from the private and public sectors to maximize
efficiency and drive dollars towards activities that directly impact kids. All members
of the organization’s board serve in a voluntary capacity. Schools receive 100% of
the funds that have been allocated for the education of their students.
6. A Full-Time Commitment to Kids and Community
FTA facilities will be kept open until at least 5:00 pm daily (and often considerably
later) to provide students with safe, enriching after school programs and to allow
community groups offering quality services to the neighborhood to use the facilities.
The school will also have academic and enrichment activities taking place most
weekends. A variety of after school programs such as clubs, sports, teacher office
hours and homework clubs are provided to help with students’ educational
development and also to give them a safe-haven after school, as their neighborhoods
can be particularly dangerous. Keeping schools open later and on weekends also
accommodates the schedules of working families, as they know where their children
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are until they get off work. Allowing community groups to use school facilities helps
ensure that the local neighborhood takes ownership and responsibility for the school.
Recommended Practices
BPL provides all BPSC schools with Recommended Practices in order to ensure a
consistent level of quality. Practices are provided in the areas of curriculum, student
intervention, professional development, parent participation, and school operations to
help principals and teachers make the most informed decisions for their schools.
Principals and teachers review the Recommended Practices and determine how much of
the practices they will incorporate in their schools. There is a significant amount of
consistency across BPL schools, as the majority of the Recommended Practices are
implemented at all schools. Recommended Practices are disseminated primarily through
two channels: 1) documentation provided by BPL; and 2) professional development
activities for school site staff.
If a school site chooses not to follow a Recommended Practice, they are required to
provide a plan that describes why they are not following that practice and lay out the new
practice the school site will employ and what it is based on (research, best practices, a
new innovation, etc). BPL’s Recommended Practices are “living” practices and are
constantly being updated based on successful innovations from within the network and
best practices being developed by other school operators. Through the process of
continual improvement, gaps in the Recommended Practices will be addressed and
closed. Please see the section titled Curriculum and Program for more detail on the
Recommended Practices.
Expected School-wide Learning Results (Goals of the Program)
Our Expected School Wide Learning Results (ESLRs) are the Learning Goals of all high
schools using the BPL model in the United States and abroad. They encompass areas of
academic as well as personal development, referring directly to thought processes and to
specifically-applied problem-solving.
FTA Expected Student Learning Results
1. Students will employ Empirical/Logical Reasoning whenever a situation demands.
Students are asked to think like scientists: to use empirical evidence and the scientific
method, to formulate logical processes to make decisions and to evaluate hypotheses.
(Aligned with the sciences: environmental science, integrated science, biology,
chemistry, and physics.)
2. Students apply Quantitative Reasoning to forge real-world solutions, as well as to
more abstract mathematical constructions. Our goal is to think like a mathematician
in a flexible and fluid fashion: to understand numbers, to analyze uncertainty, to
comprehend the properties of shapes, and to study how things change over time.
(Aligned with Algebra, Geometry, and Algebra 2.)
Big Picture Film & Theater Arts Charter High School Charter Petition
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3. Students become Confident and Effective Communicators: to understand their
audience, to write, read, speak and listen well, to use all forms of technology and
artistic expression to convey thought and feeling, and to be exposed to another
language and culture. (Aligned with Language Arts, Performing and Fine Arts,
Foreign Language and technology state standards.)
4. In order to be able to decipher the world around us, we must be able to Skillfully
Employ Social Reasoning to think like an historian or anthropologist: to see diverse
perspectives, to understand social issues, to explore ethics, and to analyze sources of
conflict. (Aligned with Social Science: World History, US History, Government, and
Economics.)
5. Exemplary Personal Qualities, in terms of both effectiveness and integrity. We aim at
all times to strengthen ourselves as people, to demonstrate respect, empathy,
responsibility, organization, and leadership, to manage our time more effectively, and
to live healthier lives through nutrition, exercise and other positive practices.
(Personal/ Professional Qualities)
Curriculum and Instructional Program
FTA is defined by a commitment to educate “One Student at a Time” based on students'
unique interests, needs and abilities. Parental support is a key component of this process.
FTA's instructional model, governing structure and placement within the larger
community are structured in accordance with the BPL Schools Distinguishers:
1. One Student at a Time/ Personalized Education
Curriculum is personalized for each student. Students’ interests and passions serve as
the starting points for their learning in conjunction with California State Content
Standards.
2. Real World Learning/ Internships
Curriculum is designed around or must include real world applications and
experiences off campus. Through internships and project-based exploration, adult
mentors connect kids to their interests and real world work in their field of expertise.
3. Authentic Assessments
Holding each student to high standards and expectations, assessment is personalized
and provided via narratives (quarterly) and letter grades (at semester). Students are
prepared to be proficient or advanced in relation to all applicable California State
Standards and to pass the CAHSEE.
4. Building a Strong School Community
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Students are grouped into Advisories, small groups that remain together for all four
years. Each is led by an Advisor. A strong emphasis is placed on setting ambitious
goals and the peer-assistance that best assures their attainment. Twice weekly allschool meetings, as well as the school's master schedule, serve to promote ties
between students that cross advisory and grade distinctions.
5. Small Schools
It is important that our community members (students, parents, advisors, school staff,
and mentors) learn to support each other, to solve problems that arise, to be
responsible for their own actions, and to work together as equals. The intimate
setting reinforces this spirit of collaboration. Real and meaningful relationships and
connections are made on a daily basis between all members of the community.
6. Family Engagement
Families are directly involved in the designing of students’ curriculum through
learning plan meetings and assessment during quarterly student exhibitions. Families
also attend monthly meetings to discuss and contribute to the schools' operational
procedures and concerns. Family needs and requests are taken into account in regard
to the school's long-term grant-writing and scheduling decisions.
7. Education is Everyone’s Business
The school aims to break down traditional barriers between the school and the area
that surrounds it, to make learning more relevant, and to give students the
opportunities to form their questions and apply their discoveries to the world they
know.
8. Culture for Change
The implementation of FTA's core philosophy remains flexible, open to revision and
re-focusing in response to the suggestions, needs, and aspirations of our students,
faculty, families, and the surrounding community.
It is required that all FTA students be enrolled in classes meeting the UC A-G
requirements and all courses are aligned with State Content Standards. All students are
required to successfully complete 170 core academic curriculum credits upon graduation.
Our graduation requirements emphasize the traditional subjects of Math, Science,
English, Social Studies and Foreign Language, and these subjects are presented via
methodologies that make them more responsive to the backgrounds and lives of our
students. In addition, the school offers elective courses for credit and access to
community college classes via concurrent enrollment to provide students a
comprehensive and authentic college preparatory learning experience.
Instructional Delivery – The Big Picture Methodology
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FTA aims to empower students to be the agents of their own learning. This is
accomplished through a variety of means: students work primarily via interdisciplinary
projects in small cadres (known as Advisories) of around 20 with their teachers (known
colloquially on-site as "advisors"); they design an Individual Learning Plan with input
from advisor and parents focused on merging their personal interests and passions with
standards-based course work; beginning in their sophomore year, they spend two
afternoons a week engaged in Learning Through Internships (LTIs), completing problemsolving project work with an adult mentor while working in a professional field of their
interest. From 10th grade on through graduation, students are concurrently enrolled in
community college classes to meet and exceed University entrance requirements. Each
of these steps requires the students to exercise a degree of choice over their learning
process, and at each juncture the students receive support from the entire school staff.
Activities are structured around the advisory groups, individualized learning plans,
interdisciplinary project-based work, and an internship or volunteering opportunity (grade
9). All students plan with their advisors, parents, and mentor (if applicable) during
Learning Plan meetings (occuring three times annually). Learning Plans are discussed
and reviewed by the Principal. School–wide activities include twice-weekly "Pick-MeUps", advisory group instruction and independent work time, silent-reading blocks, skill
based workshops, exhibitions, and internships/service learning. Through these common
activities, all students achieve growth in the learning goals and academic standards.
While many high schools in Los Angeles and the rest of the country are using Advisory
classes for a variety of support functions, the Big Picture Model specifically designates
the Advisory as the primary delivery system for skill and content standards.
Course Design:
Our school follows the Big Picture Matrix (UC/ a-g, approved course descriptions). All
students at our school develop an Individualized Learning Plan (ILP). This plan
articulates an individualized curriculum built on the students’ passions, interests, goals,
skills, and needs. Every aspect of the ILP is created via collaboration between the
student, advisor, parents, and mentor.
An example of the ILP entails a simultaneous combination of most of the following
elements: 1) Learning Through Internship (LTI), completing problem solving project
work alongside a mentor while working in a field of interest; 2) Advisory-based activities
to introduce and strengthen academic skills; 3) Skill-based Workshops providing direct
instruction of content areas; 4) Community College classes; and 5) Independent Projects
of inquiry and research. This Individualized Learning Plan is a record of the academic
rigor of the student’s work processes and product and includes how the five Learning
Goals will be addressed through the work. It identifies the CA State Standards that will
be addressed through the work, identifies adults and other resources that will assist and
guide the student, and how the work will be assessed at the student’s exhibition.
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An Exhibition of 45 – 60 minutes occurs at the end of each quarter (4 annually).
Exhibitions provide a forum in which students demonstrate their learning by presenting
their projects and other Individualized Learning Plan work before a panel of adults and
peers. High quality project work combines many if not all of the Learning Goals in
meaningful and in-depth ways. Exhibitions also provide a forum for students to be
reflective and honest about their learning process, identifying both strengths and
weakness, and constructing a plan to continue to grow in these areas.
Student Project Work is structured around the five Big Picture Learrning Goals, which
are linked to State Standards and calibrated to address The Gates Foundation’s Millenium
Scholars initiative. All students are expected to learn deeply within each Learning Goal
Area through individually designed authentic projects, which are connected to their
interest areas.
These are the five Learning Goals, with elaboration in the form of essential questions:
1. How do I prove it? - Empirical Reasoning
This goal is to think like a scientist: to use empirical evidence and a logical
process to make decisions and to evaluate hypotheses. It does not reflect specific
science content material, but instead can incorporate ideas from physics to
sociology to art theory.
•
What idea do I want to test?
•
What has other research shown?
•
What is my hypothesis? How can I test it?
•
What information (data) do I need to collect?
•
How will I collect the information?
•
What will I use as a control in my research?
•
How good is my information?
•
What are the results of my research?
•
What error do I have?
•
What conclusions can I draw from my research?
•
How will I present my results?
2. How do I measure, compare or represent it? - Quantitative Reasoning
This goal is to think like a mathematician: to understand numbers, to analyze
uncertainty, to comprehend the properties of shapes, and to study how things
change over time.
•
How can I use numbers to evaluate my hypothesis?
•
What numerical information can I collect about this?
•
Can I estimate this quantity?
•
How can I represent this information as a formula or diagram?
•
How can I interpret this formula or graph?
•
How can I measure its shape or structure?
Big Picture Film & Theater Arts Charter High School Charter Petition
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•
•
•
What trends do I see? How does this change over time?
What predictions can I make?
Can I show a correlation?
3. How do I take in and express ideas? - Communication
This goal is to be a great communicator: to understand your audience, to write,
read, speak and listen well, to use technology and artistic expression to
communicate, and to be exposed to another language.
•
How can I write about it?
•
What is the main idea I want to get across (thesis)?
•
Who is my audience?
•
What can I read about it?
•
Who can I listen to about it?
•
How can I speak about it?
•
How can technology help me to express it?
•
How can I express it creatively?
•
How can I express it in another language?
4. What are other people's perspectives on this? - Social Reasoning
This goal is to think like an historian or anthropologist: to see diverse
perspectives, to understand social issues, to explore ethics, and to look at issues
historically.
•
How do diverse communities view this?
•
How does this issue affect different communities?
•
Who cares about this? To whom is it important?
•
What is the history of this? How has this issue changed over time?
•
Who benefits and who is harmed through this issue?
•
What do people believe about this?
•
What social systems are in place around this?
•
What are the ethical questions behind this?
•
What do I think should be done about this?
•
What can I do?
5. What do I bring to this process? - Personal Qualities
This goal is to be the best you can be: to demonstrate respect, responsibility,
organization, leadership, time management, and to reflect on your abilities and
strive for improvement.
•
How can I demonstrate respect?
•
How can I empathize more with others?
•
How can I strengthen my health and well-being?
•
How can I communicate honestly about this?
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•
•
•
•
•
•
•
•
How can I be responsible for this?
How can I persevere at this?
How can I better organize my work?
How can I better manage my time?
How can I be more self-aware?
How can I take on more of a leadership role?
How can I work cooperatively with others?
How can I enhance my community through this?
***
Annual Expectations for all FTA Students:
 Follow interests in the real world (informational interviews, volunteering/
community service, research)















Have a positive impact on the community (service learning, etc.)
Meet with learning-plan team at least three times per year
Be aware of gaps in learning and address them through project work
Build a binder of best work and a portfolio of all work
Have four public exhibitions of work per year
Complete the work in the learning plans
Write in journals three times per week
Schedule daily planners every week
Maintain a contact log
Come to school on time every day
Be responsible for actions and locations; sign out of advisory
Show respect for self and others
Take responsibility for the learning process
Take advantage of opportunities
Make productive summer plans
Annual Expectations for 9th grade
 Complete all annual expectations
 Prepare and take the required state content exams (CSTs)
 Read at least three books, and create a reading inventory
 Work on Quantitative Reasoning related to Algebra I
 Participate in at least one community service projects
 Complete proposal for Autobiographical Project
 Complete 25 pages or the equivalent for your Autobiographical Project
Annual Expectations for 10th grade:
 Complete all annual expectations
 Obtain an LTI during the first semester
 Prepare for the state language arts and math assessment - CAHSEE
 Prepare and take the required state content exams (CSTs)
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 Read at least five books, and update reading inventory
 Present mini-exhibitions in each learning goal area during third quarter
 Create a binder of best project work from 9th and 10th grades
 Begin to visit colleges and look at requirements
 Work on Quantitative Reasoning related to Geometry
 Complete an additional 25 pages or the equivalent for your Autobiographical
Project
 Prepare for Gateway Exhibition:
1.
portfolio of best work
2.
four required letters of recommendation (advisor, mentor, parent,
peer)
3.
written defense showing student is ready for increased responsibility
for their own learning and prepared to play a more active leadership role.
Annual Expectations for 11th grade:
 Complete all annual expectations
 Demonstrate heightened personal qualities and depth of work
 Play a leadership role in the school and/or community
 Obtain an LTI during the first semester
 Read at least six books, including two non-fiction and update Reading Inventory
 Work on Quantitative Reasoning related to Algebra II
 Re-take CAHSEE (if applicable), including attending Prep. Workshops – two
months prior to exam.
 Prepare and take the required state content exams (CSTs)
 Meet with college counselor and share information with learning plan team
 Research five colleges and their admission requirements
 If gap remains in college admission requirements, address them in learning plan
 Participate with family in a college fair
 Visit at least four colleges (one of each required):
o Community College
o University of CA(UC)
o CA State University (CSU)
o Liberal Arts College
 Create a draft of college essay
 Begin to create a college portfolio (resume, transcript, essay, awards, best work)
 Prepare for and take PSAT in the fall
 Prepare and take SAT or ACT in the spring
 Complete an additional 25 pages or the equivalent for your Autobiographical
Project
 Get senior thesis proposal approved by committee
 Schedule at least four college interviews for the next year
Annual Expectations for 12th Grade:
 Complete all annual expectations
 Demonstrate heightened personal qualities and depth of work
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 Play a leadership role in the school and/or community
 Meet consistently with senior thesis mentor
 Contact a resource related to the thesis at least every other week and keep
track of these contacts
 Complete an in-depth senior thesis project
 Read a book a month (nine total, including two non-fiction books) and update
reading inventory
 Prepare and take SAT or ACT
 Complete a Senior Portfolio
 Visit and interview with at least four colleges
 Research and apply to colleges
 Apply for scholarships and financial aid
 Create a post-FTA plan
 Complete Autobiographical Project (100 pages or equivalent)
 Present work and reflection at graduation exhibition
FTA GRADUATION REQUIREMENTS
1. Graduation Requirements
170 Units from Core Classes
20 Units from Advisory
50 Units from Electives
Subject Requirement
History/ Social Science
(Core)
UC/ CSU Requirement A
FTA
Graduation Requirement
30 Semester credits
10 credits World History
10 credits US History
5 credits US Government
5 credits Economics
UC and CSU
Admission Requirement
20 Semester Credits
(equivalent to two year-long
courses or four semesters)
of history / social science
courses are required.
Coursework must include:
World History,
Cultures, and
Geography U.S. History / American
Government (Civics)
English (Core)
UC/ CSU Requirement B
40 Semester Credits
10 credits Introduction to
Literature
10 credits English 10
10 credits American
Literature
10 credits English 12
Big Picture Film & Theater Arts Charter High School Charter Petition
40 Semester Credits
(equivalent to four yearlong courses or eight
semesters) of college
preparatory composition
and literature are required.
Both reading and writing
components must be
25
Mathematics (Core)
UC/ CSU Requirement C
30 Semester Credits
Algebra 1, Geometry,
Algebra 2
included in the course work
30 Semester Credits
(equivalent to three oneyear courses) of college
preparatory mathematics are
required. Four units are
strongly recommended.
Algebra.
Geometry. Courses
must include topics in
two- and threedimensional geometry.
Advanced Algebra.
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Subject Requirement
Science (Core)
UC/ CSU Requirement D
Language other than
English (Core)
UC/ CSU Requirement E
Performing/ Fine Art
UC/CSU Requirement F
College Prep Elective
(Core)
UC/ CSU Requirement G
Electives
Advisory
FTA
Graduation Requirement
20 Semester Credits
10 credits Biology
10 credits Chemistry or
Physics
Some of the Science classes
may be completed at the
community college.
20 Semester Credits
Foreign Language 1, 2
Spanish/ French/ Sign
Language/ Japanese
*to be completed at the
community college
10 Semester credits
Film
Drama
Photography
Music
Visual Art
UC and CSU
Admission Requirement
20 Semester Credits
(equivalent to two one-year
courses) of laboratory
science are required. The
two units must provide
fundamental knowledge in
at least two of these three
core disciplines: biology,
chemistry, and physics.
Three units are strongly
recommended.
20 Semester Credits
(equivalent to two one-year
courses) of coursework in a
single language. Three units
are recommended.
10 Semester Credits
(equivalent of two semester
courses in the same
medium) required.
Course(s) can be taken in 912 grades.
10 Semester Credits
(Any course exceeding the
minimum UC
Requirement.)
10 Semester Credits
(equivalent of two semester
courses) required. Course(s)
can be taken in 9-12 grades
but must fall within the
following subject areas:
visual and performing arts,
history, social science,
English, advanced
mathematics, laboratory
science, and languages
other than English
40 Semester Credits
Not Required for UC or
Any other courses above the CSU admission. Required
minimum A-G Courses.
for High School diploma at
FTA.
20 Credits for grades 9-12
Beginning class of 2009
Big Picture Film & Theater Arts Charter High School Charter Petition
Not Required for UC or
CSU admission. Required
27
for High School diploma at
FTA.
Not Required for UC or
CSU admission. Required
for High School diploma at
FTA.
Learning Through
Internship
8 -10 hours weekly starting
in the 10th grade (72 hours
minimum each semester –
144 hours per year)
Parent Volunteer Hours
140 hours
Not Required for UC or
CSU admission. Required
for High School diploma at
FTA.
Apply to at least 3
universities
(5 Recommended)
Must be a four- year
university.
Autobiographical Writing,
Film, or Play Production
75-100 Pages written prose;
or completed short film, or
produced theatrical work.
Not Required for UC or
CSU admission. Required
for High School diploma at
FTA
Not Required for UC or
CSU admission. Required
for High School Diploma at
FTA
2. Credits to promote from one grade level to another are based on the completion of
core classes in column 1.
9th - 10th - 60 credits
10th-11th - 120 credits
11th -12th - 180 credits
Following is a sample year-by-year curriculum that serves as a “base” at FTA.
Outline of FTA Curriculum
Courses
9th Grade
Core
 English
Courses
 Algebra or
(all
Geometry
students
 Los Angeles
take)
Social
History
 Environmental Science
 Study Skills
 Advisory
 Speech*
 Health*
Electives
o Film
10th Grade
 English
 Geometry or
Alg. 2
 World
History
 Biology*
 Language 1*
 CollegeReady
study skills
o Film
11th Grade
 English 11
(American
Literature)
 Alg. 2
 Trigonometry*
 US History
 Chemistry or
Physics*
 Language 2
 Anthropology,
Sociology, or
Psychology

Film
Big Picture Film & Theater Arts Charter High School Charter Petition
12th Grade

English 12

Advanced
Level
Math*

Govt/Econ or
AP Govt

Physics or
Science
elective*

College
Elective*

Art *
28
o Drama
o Creative
Writing
o Internship
o Art*
o Music*
Intervention
□
□
□
□
□
Read 180
Math Support
Academic
Success
ESL Support
Peer Tutoring
(“big brother,
big sister”)
o
o
o
o
o
o
Drama
Leadership
Internship
Art*
Music*
Creative
Writing
Read 180
Math Support
CAHSEE Prep
Academic
Success
ESL Support
□
Peer Tutoring
(“big brother,
big sister”)
Drama
 Leadership
 Internship
 Art*
 Music*
 Creative
Writing
Math Support
CAHSEE Prep
Academic Success
ESL Support

Drama

Leadership

Internship

Music*

Film

Creative
Writing
Math Support
CAHSEE Prep
Academic
Success
ESL Support
Senior Thesis
Advisory Panels
and Support

Academic Course Outlines
All “core” academic courses are taught through means of “spiraling matrices” for
interdisciplinary project work, as approved by the University of California BOARS
Committee in 2005. Below are some examples of the A-G Course Descriptions. The
entire collection is available from the U.C. website or through FTA.
Course Title: Algebra 1
Course Description
Symbolic reasoning and calculations with symbols are central in algebra. Through the
study of algebra, a student develops an understanding of the symbolic language of
mathematics and the sciences. In addition, algebraic skills and concepts are developed
and used in a wide variety of problem-solving situations.
In this course, all topics and units will be covered. A minimum of 50% of the units will
be covered in-depth through a variety of instructional experiences that may include:
internships, independent projects, workshops, individual and small group seminars,
college classes, online courses, field studies, traditional research, written reflections,
tutoring, student exhibitions, and lectures from outside experts.
In addition, all students will be expected to complete a minimum of two project-based
assignments for each unit. Along with each unit’s project work, students will be required
to complete all assigned readings and conduct active research embedded in their
internship projects centered on the selected topic/s agreed upon by their advisor/teacher
and mentor as they relate to the course standards. In keeping with the BPL philosophy,
academic learning will be linked to student interests and connected to real world
Big Picture Film & Theater Arts Charter High School Charter Petition
29
experiences. This active learning must include both primary and secondary source
analysis, and written reflections of these source materials will be expected along with
final products for all student work. Students will have access to standards-based
academic texts, the Internet, primary and secondary sources, as well as expertise at their
internship site and outside experts as lecturers
Course Outline:
Topic
Basic Numbers:
CA (1.0) Students
identify and use the
arithmetic properties of
subsets of integers and
rational, irrational, and
real numbers, including
closure properties for the
four basic arithmetic
operations where
applicable:
Units
 Number Lines



CA (2.0) Students
understand and use such
operations as taking the
opposite, finding the
reciprocal, taking a root,
and raising to a fractional
power. They understand
and use the rules of
exponents.

Sample Activity & Projects
Number Lines
Order of
Operations

Piece movement on a
board game

Weather/temperature
charting

Time in different time
zones around the world

Checking account project
(Independent Living)
Basic Statistics
Equations and
Functions
Order of Operations

Investments –
buying/tracking stock
values

Perimeter problems (P= 2s
+ 2(s+3)

Figuring the volume of
pyramids in Egypt, Peru,
Mexico

Elevator Project – elevator
goes up and down, track
absolute value of
movement.

$1,000,000 spreadsheet
project where students are
required to use Excel to
spend $1,000,000,
accounting for all costs for
Rational
Numbers
CA (3.0) Students solve
equations and inequalities
involving absolute values.
CA (4.0) Students
simplify expressions
before solving linear
equations and inequalities
in one variable, such as
3(2x-5) + 4(x-2) = 12.
Big Picture Film & Theater Arts Charter High School Charter Petition
30
a year.
Basic Statistics

MPG study of new cars

Weights of students in
class

Number rounding
problems

Mutant Candy Project –
what is better, 1 candy and
doubling it every hour, or
100 candies per hour
-graphs
-exponential growth vs.
linear growth


Equations and Functions

Study the Distributive
Property

Study the Commutative
Property

Study the Associative
Property
Rational Numbers
Big Picture Film & Theater Arts Charter High School Charter Petition

Students research and
design word problems
dealing with adding and
subtracting rational
numbers

Students research and
design word problems
dealing with multiplying
and dividing rational
numbers
31

Linear Equations:
CA (5.0) Students solve
multi-step problems,
including word problems,
involving linear equations
and linear inequalities in
one variable and provide
justification for each step.
CA (6.0) Students graph a
linear equation and
compute the x- and yintercepts (e.g., graph 2x +
6y = 4). They are also able
to sketch the region
defined by linear
inequality (e.g., they
sketch the region defined
by (2x + 6y < 4).
CA (7.0) Students verify
that a point lies on a line,
given an equation of the
line. Students are able to
derive linear equations by
using the point-slope
formula.
CA (8.0) Students
understand the concepts of
parallel lines and
perpendicular lines and
how those slopes are
related. Students are able
to find the equation of a
line perpendicular to a
given line that passes
through a given point.
CA (9.0) Students solve a
system of two linear
Big Picture Film & Theater Arts Charter High School Charter Petition
Culminating problem,
written by students,
involving all four routines
with rational numbers
Solve Equations With
Addition and Subtraction

Use equations to compare
how one NFL team did
over the season than
another

Design problems utilizing
the Addition Property of
Equality

Design problems utilizing
the Subtraction Property of
Equality
Solve Equations With
Multiplication and Division

Wheelchair ramp problem
where rise can be no
higher than 1” for a run of
12”.

Design problems utilizing
the Multiplication
Property of Equality

Design problems utilizing
the Division Property of
Equality
Solve Multi-Step Problems

Phone Cost Project: y =
mx + b, where the yintercept (b) = monthly
rate and the slope (m) =
cost per minute.

Pool Filling Problem: y =
32
equations in two variables
algebraically and are able
to interpret the answer
graphically. Students are
able to solve a system of
two linear inequalities in
two variables and to
sketch the solution sets.
mx + b, where b = number
of gallons in the pool at
the start (most likely 0),
and m = gallons per
minute that go into the
pool.

Cricket
Chirps/Temperature
Problem

Taxi Project: y = mx + b,
where b = starting cost and
m = cost per mile.

Mountain Hiking Problem:
y = mx + b, where b =
starting elevation and m =
steepness of the trail.

Pointing Lines
o graph lines given
o name point on line
given x-value

Ruler of Your Domain

Ex. p(t) = 2.50t – 450
graph domain and range

Simple Interest vs.
Compound Interest
Solve System of Linear
Equations and Inequalities

Big Picture Film & Theater Arts Charter High School Charter Petition
Playing Catch Up – two
hikers starting on same
trail at different times with
different rates of speed.
How fast does one need to
travel to catch up to
another hiker in front
going a certain speed after
a certain time hiking.
33
Polynomials:
CA (10.0) Students add,
subtract, multiply, and
divide monomials and
polynomials. Students
solve multi-step problems,
including word problems,
by using these techniques.
CA (11.0) Students apply
basic factoring techniques
to second- and simple
third-degree polynomials.
These techniques include
finding a common factor
for all terms in a
polynomial, recognizing
the difference of two
squares, and recognizing
perfect squares of
binomials.

Polynomials in
Art

Graph a system of
populations of two
different kind of species to
see when the populations
equaled each other

Study Supply and Demand
curves (Economics) of a
certain product and
ascertain the precise
selling price to bring the
highest income
Polynomials in Art


Polynomials in
Business
Polynomials in Business


Using tiles of
different sizes
and patterns to
understand
polynomials.
Students study Piet
Mondrian’s art
Students invest money
using the pxt formula
Using tiles of different sizes
and patterns to understand
polynomials.

Patio Building Project

Box Design Project

Cartography
CA (12.0) Students
simplify fractions with
polynomials in the
numerator and
denominator by factoring
both and reducing them to
the lowest terms.
Big Picture Film & Theater Arts Charter High School Charter Petition
34
Quadratic Formula:
CA (19.0) Students know
the quadratic formula and
are familiar with its proof
by completing the square.
Understanding the
Quadratic Formula by
graphing real life
problems.
CA (20.0) Students use the
quadratic formula to find
the roots of a seconddegree polynomial and to
solve quadratic equations.
CA (21.0) Students graph
quadratic functions and
know that their roots are
the x-intercepts.
CA (22.0) Students use the
Big Picture Film & Theater Arts Charter High School Charter Petition

Longitude/Latitude project

Scatter Plots

Biology populations charts

Endangered species
exportation graphs

Technical Graphing

Students know Definition
of the Domain and Range
of a Relation

Economics:
Unemployment graphs

Economics: Retail sales

Probability: Students
learn odds of number
combinations of two dice
rolled randomly

Understanding the
Quadratic Formula by
graphing real life
problems.

Bouncing Ball Project

Shooting a Basket Project

Volunteering numbers vs.
age of volunteers
(1) Students study the St.
Louis Gateway Arch
which is a catenary. The
shape of the arch can be
approximated by the graph
of the function f(x) = -0.00635x2 + 4.0005x –
35
quadratic formula or
factoring techniques or
both to determine whether
the graph of a quadratic
function will intersect the
x-axis in zero, one, or two
points.
0.07875, where f(x) is the
height of the arch in feet
and x is the horizontal
distance from one base
CA (23.0) Students apply
quadratic equations to
physical problems, such as
the motion of an object
under the force of gravity.
Learning
Outcomes.
The student
will be able
to
understand:
Learning Activities and
Projects that address the
stated Learning Outcomes
(Be sure to include how
mastery of the learning
outcomes will be
evaluated):
How Standard
was Met
(partial list of
sample
activities)
1. Basic
Numbers
L, W
LTI (morphosis architects):
Analysis of measurements
of floor plan of students’
home
T
IP-floor plan toscale of
student’s home
…..
2. Linear
Equations
L, W
Pick me up
3.
Polynomials
L, W
A
T
PMU-Students
map our grid on
floor and use
fellow students’
bodies to
illustrate lines
of differing
slopes
….
T
Students create
equation for
map of their
neighborhood,
using different
Big Picture Film & Theater Arts Charter High School Charter Petition
Grade
for
Topic
Advisor
Initials
Date
Year
Tri.
36
4. Graphs
L,W
A
5. Quadratic L, W
Formula
CC
Internship = LTI
Independent Project = IP
Workshops = W (direct instruction)
Advisory = A
College Classes = CC
Online Courses = OC
polynomials for
distinctly
used/zoned
structures
Students create
evening activity
logs and graph
the time they
spend on
different tasks.
Test
CC-Physics
demonstration
of effect of
friction and air
resistance on a
ball rolling on
various surfaces
and in different
environments.
Summer School = SS
Field Studies (day trips, summer travel) =
FS
Pick Me Ups / Lecture = L
Test = T
Interviews = IV
Course Title: United States Government
Course Description:
American Government will provide students with a basic understanding of types of
governments, with an emphasis on understanding the U.S. political system and its history.
This course will examine the Constitution of the United States, including the study of
American institutions and ideals, and the principles of state and local government.
In this course, all topics and units will be covered. A minimum of 50% of the units will
be covered in-depth through a variety of instructional experiences that may include:
internships, independent projects, workshops, individual and small group seminars,
college classes, online courses, field studies, traditional research, written reflections,
tutoring, student exhibitions, and lectures from outside experts.
In addition, all students will be expected to complete a minimum of two project-based
assignments for each unit. Along with each unit’s project work, students will be required
Big Picture Film & Theater Arts Charter High School Charter Petition
37
to complete all assigned readings and conduct active research embedded in their
internship projects centered on the selected topic/s agreed upon by their advisor/teacher
and mentor as they relate to the course standards. In keeping with the BPL philosophy,
academic learning will be linked to student interests and connected to real world
experiences. This active learning must include both primary and secondary source
analysis and written reflections of these source materials will be expected along with
final products for all student work. Students will have access to standards-based
academic texts, the Internet, primary and secondary sources, as well as expertise at their
internship site and outside experts as lecturers.
TOPIC
Civics: varying types of
governments
S4S: Political Science
A. Successful students
have a basic
understanding of types of
governments.
UNITS

The nature of
political authority

Governments
throughout the
world
SAMPLE ACTIVITIES &
PROJECTS
 Study the differences
between democracy and
oligarchy
 Trace common threads
leading up to dictatorships

A.1 Students understand
the nature and source of
various types of political
authority.

A.2 Students know the
various types of
governments throughout
the world.
Documents that
established the United
States


Declaration of
Independence


The US Constitution

S4S: Political Science
B. Successful students
have a basic
understanding of the US
political system and its
history.
B.2 Students understand
the content and context of
documents that
established the US,
Big Picture Film & Theater Arts Charter High School Charter Petition



Examine the differences
between limited and
unlimited governments
Current events: Study the
process of newly
created/developing
democracies around the
world.
Compare the Israeli and
British parliamentary
systems.
Study the Declaration of
Independence in its historical
context.
Compare characteristics of
the US constitution with
those of other nations.
Compare the differences
between a presidential and
parliamentary democracy.
Examine the basic concepts
of democracy, illustrating
them by selecting and
analyzing current news
stories.
Read The Federalist Papers
38
especially the Declaration
of Independence and the
US Constitution
The Rights and
Responsibilities of
Citizenship
B.3 Students understand
the content and context of
documents important for
the protection of
individual rights in the
US, especially the US
Constitution and the Bill
of Rights
B.1 Students know the
basic facts about the US
political system and
constitutional government

The Constitution
and the Bill of
Rights


The Constitution
and the Bill of
Rights


The controversial
basis of the second
amendment
The fourth
amendment

The rights of the
accused in the fifth
and sixth
amendments








The fourteenth
amendment’s due
process and equal
protection clause



The US political
system and
Big Picture Film & Theater Arts Charter High School Charter Petition

Create a school constitution
for student government.
Current events: Socratic
seminar and research around
Homeland Security Act and
individual rights.
Analyze, discuss, and debate
landmark cases such as
Engel vs. Vitale, Lemon vs.
Kurgman, Texas vs. Johnson,
Near vs. Minnesota, and
Schenck vs. United States.
Socratic Seminar or debate
gun regulation vs.
unrestricted access
Solve search and seizure
case-studies applying
exclusionary rules, their
exceptions, and good faith
Brief and debate the
following cases: Gideon,
Miranda, Gualt
Suggested videos: Gideon’s
Trumpet, Twelve Angry Men
Field work or guest speakers:
Public Defender, District
Attorney, Law Enforcement
representative
In case studies, identify how
the fourteenth amendment
applies the Bill of Rights to
the states: Brown vs. Board
of Education, Roe vs. Wade,
En Re Gualt, Mapp vs. Ohio,
Giddon vs. Wainwright,
Miranda, Tinker (the school
case), Bakke.
Socratic Seminar or debate
Roe vs. Wade, drug search
cases, and other privacy
cases.
Federalism; checks and
balances; the legislative,
39

constitutional
government
Rights vs.
responsibility of
citizenship



Participation in the
political process


B.4 Students know the
methods citizens can use
to participate in the
political process at local,
state and national levels,
and how political
participation can
influence public policy.


Local levels:
County Government
Structure of state
governments & the
constitutional
provisions which
promote
cooperation among
the states.
National levels:
bipartisan politics
How political
participation can
influence public
policy




Big Picture Film & Theater Arts Charter High School Charter Petition
executive and judiciary
branches of power.
Juror simulation, mock trail,
and/or field experience in
courtroom setting to
understand the trial process,
rights of the accused, witness
and juror responsibilities.
Guest speakers or field
experience with the DA’s or
Public Defender’s office
Suggested videos: The
Bernard Goetz Case, The
Rodney King Police
Brutality Case, Twelve
Angry Men; Diagram of trial
process; Vocabulary list and
quiz
To understand the function
of the major county
departments, students will
research, interview, and
observe these agencies:
Sheriff-Coroner, Health
Department, Road
Department, Building
Department, County Office
of Education, Welfare
Department
Research issues such as full
faith and credit, privileges
and immunities, and
extradition.
To understand the
constitutional provisions
which promote cooperation
among the states, diagram
and discuss court cases such
as McCulloch vs. Maryland
as well as issues
(immigration, affirmative
action, medical marijuana)
Examine the two major
political parties, contrasting
their views on key
amendments.
40
Learning
Outcomes. The
student will be
able to
understand:
1. Civics and a
variety of types
of governments.
Learning Activities and Projects that
address the stated Learning
Outcomes (Be sure to include how
mastery of the learning outcomes
will be evaluated):
Fourth Amendment Project
International project comparing teen
court outcomes if in different
countries.
How
Standard
was Met
Grade
for
Topic
Adviso
r
Initials
Date
Year
Tri.
IP
IP
A
2. Documents
that established
the United
States.
3. The Rights
and
Responsibilities
of Citizenship
4. How to
participate in
the political
process.
Advisory activity: current events.
Fourth Amendment Project
Examine Warren court case
Advisory activity: current events.
US Court System research paper.
Set up Teen Court at school
“The American Legal System”
course
Fourth Amendment Project
Advisory activity: current events.
Teen Court Internship
US Court System research and
videos.
Set up Teen Court at school
“The American Legal System”
course
Interview with 4 lawyers
Data on sentences in court, emphasis
on race and gender
Set up Teen Court at school
“The American Legal System”
course
Pick Me Up speakers
Key:
Internship = LTI
Independent Project = IP
Workshops = W
Advisory = A
College Classes = CC
Online Courses = OC
IP
IP
A
IP
LTI
CC
IP
A
LTI
IP
LTI
CC
IP
IP
LTI
CC
L
Summer School = SS
Field Studies (day trips, summer travel) = FS
Pick Me Ups / Lecture = L
Test = T
Interviews = IV
As stated at top of this category, detailed course descriptions are available from the U.C.
Website, or directly from FTA.
Big Picture Film & Theater Arts Charter High School Charter Petition
41
Leadership Focus
FTA provides innumerable opportunities, inside the school and through personalized
learning off-campus, for students to grow and learn about the exercise of leadership.
Students will be encouraged to help design and assist in the administration of many
school programs, including our disciplinary process, student recruiting, all-school
meetings, and school newspaper.
True leadership is much more than formulating a vision and implementing it. It means
encouraging people to take control of their own lives and helping them to find their own
solutions, rather than attempting to provide them with answers. We believe all
individuals, especially inner-city students, can create positive change in many ways,
contexts, and places. This school will be a training ground for the change agents of
tomorrow.
Study Skills / College Courses
Students may also take two courses specifically designed to help them prepare for
college. These classes are particularly important for the student population FTA serves
as many of the students have had little exposure to rigorous academic programs and are
not familiar with what it takes to get into college.

Study Skills: The curriculum is focused on the individual as a student, learner and
part of the greater community. In this class students are taught different study skill
strategies, test taking strategies and communication tools that will enable them to
succeed in their high school academic career.

College Readiness: Sophomores are required to take a college readiness class,
where they learn about different options after graduation. All students are
encouraged to learn about the college process, as they are encouraged to think
beyond high school in an effort to realize that the tools they gain today will be
beneficial in the near future. Students are encouraged to succeed academically in
all of their classes with the realization that every thing does matter.
Academic Support and Intervention
The following are some of the intervention and support programs built into BPSC’s
recommended school model:


Summer Bridge Program: A mandatory summer session held for incoming ninth
grader students that ranges from four to five weeks in length. Students receive
standards-based instruction in Math and English and are acclimated to the culture
and expectations of a Big Picture school.
Reading and Math Intervention Programs: Read 180 and Revolution Prep
Algebra Readiness (or similar programs), standards aligned programs for reading
and math respectively, are provided to students that test low in reading and/or
Big Picture Film & Theater Arts Charter High School Charter Petition
42




math. Typically these courses are given to 9th graders through an elective class or
during curriculum skills.
Learning Plan Meetings: Quarterly meetings involving Student, Parent(s),
Faculty Advisor, Mentor(s), and Administrator are structured to bring as many
perspectives as possible focusing on each student’s learning process.
Advisory: Advisory covers a number of topics, including social-emotional issues,
academic and college counseling. Students remain in the same advisory groups
with the same teacher for all four years to maintain a tighter sense of community.
Time Management Intervention/Study Hall: Students who are struggling with a
particular class or simply want more support in a subject can attend TMI (more of
a directed hour) or Study Hall (independent work in a quiet environment with an
advisor or tutor present), which is offered for an hour every day after school and
run by a credentialed teacher and/or college interns.
Office Hours: Teachers hold office hours twice a week after school to provide
students with additional support.
Technology Focus
Technology is widely used at all BPL schools to drive higher levels of achievement and
prepare students for the information driven economy of the 21st Century. It is also used
as a critical tool for gathering data for school management. At FTA, technology is used in
the following ways:





Each teacher is provided with a laptop and given training on effectively using
technology in the classroom.
Courses often include Web-based research projects and assignments.
A 9th grade technology class is included in recommended curriculum to train
students on computers and different software programs.
A Web-based student information and school management system (PowerSchool)
is implemented and is used by all staff members.
Video-Conferencing is used to exchange information with other network schools
and outside organizations.
Extensive Professional Development
Professional development for teachers and school site leaders is a critical component of
BPL’s school model and program. Reflective practice occurs in an environment where
there is collaboration, use of meaningful data and thoughtful discussion regarding
instruction (Lieberman). Scheduled into the daily routine at FTA, professional
development opportunities will provide teachers time to inquire about practice, study
individual and group student data, develop best practices, and ensure accountability for
school-wide goals.
Professional development activities for teachers at FTA will be based on the
recommended practices of BPL, which may include:
 Peer Observation: Periodic observations of a colleague to observe and debrief on
best practices in the classroom.
Big Picture Film & Theater Arts Charter High School Charter Petition
43






Ten full days of professional development for school staff to plan for the year,
reflect on best practices and analyze data.
Mid-year retreat: A one to two–day retreat for school staff to evaluate progress,
reflect, and adjust the school’s plan for the final semester.
Weekly staff development: A late School Start Time or Early Dismissal Time is
provided each week so that a 90-120 minute professional development period is
established.
Network-wide staff development: Teachers and Administrators meet to share best
practices.
New teacher orientation: one-week professional development is held for all new
BPL advisors each summer before the next school cycle begins.
Weekly on-site meetings with a Peer Coach and an Administrator.
A comprehensive professional development program is in place for BPL administrators,
which includes the following:




Biannual Principals’ Meetings each Summer and during the school year.
Coaching: Regional Coaches provide individualized coaching sessions for each
school site administrator several times a year. These coaching sessions are
focused on school culture, supervision of instruction, coaching of advisors and
classified staff, generation and interpretation of data, and strategies for enhancing
community involvement.
“Big Bang”: Entire Big Picture community convenes once a year to share best
practices and set annual goals for improvement.
Individual phone and in-person sessions with Elliot Washor and Dennis Littky,
the creators of the Big Picture Learning Model.
Closing the Gap (Specific Goals for Providing and Ensuring Equal Access to
Academically Low-Achieving Students)
FTA is committed to serving academically low achieving students. As with other schools
in the South Los Angeles area, FTA expects that the vast majority of its students may be
classified as “low achieving.” As such, FTA’s entire curriculum and program is adapted
to improve performance for traditionally low achieving students. The school has a
simple, but specific goal to ensure that all students are prepared for success in college,
leadership and life. In fact, FTA’s goals for academically low achieving students are the
same as its goals for its entire student body. For more information on these goals, please
see the section titled “Measurable Student Objectives” and the ESLRs listed in this
charter petition. FTA ensures that all students identified as low achieving have equal
access to a rigorous, college-preparatory education through the following means (also see
the section for “Academic Support and Intervention”):
 FTA assesses all students after enrollment to determine learning strengths and
weakness, as well as overall proficiency in core subjects
 Identified students are immediately enrolled in remediation programs to
accelerate learning, such as Read 180 and Revolution Prep Algebra Readiness or
Big Picture Film & Theater Arts Charter High School Charter Petition
44
Math Support, which are standards aligned computer based programs for reading
and math respectively.
English Language Learners
In order to accommodate for English Language Learners, FTA will administer the
CELDT exam to ELL students. From the results on these exams, advisory and contentarea teachers will be informed on the language level of their students and will work
collaboratively to develop group lessons and individualized project steps that support
English language development along with the CA standards.
Special Education
FTA 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). FTA will also
ensure that no student otherwise eligible to enroll will be denied enrollment.
FTA 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
school.
FTA will adhere to all Los Angeles Unified School District policies and procedures
regarding special education.
FTA will adhere to the requirements of the Chanda Smith Modified Consent Decree,
including compliance with the Annual Plan, submitting documents and information,
participating in reviews, and attending informational sessions and meetings.
FTA will use District forms to develop, maintain, and review assessments and IEPs in the
format required by the District and will enter assessment and IEP data into the District’s
designated data system (Welligent) in accordance with LAUSD policies and procedures.
FTA will maintain copies of assessments and IEP materials for district review. FTA will
submit to the District all required reports, including but not limited to SESAC and
Welligent IEPs, in a timely manner as necessary to comply with state and federal and
Modified Consent Decree requirements. FTA will develop Individual Transition Plans to
help students with disabilities, ages 14 and older, in transitioning to adult living.
FTA will participate in the state quality assurance process for special education (i.e.,
verification reviews, coordinated compliance FTA-reviews, complaints monitoring,
procedural safeguards, and the local plan). FTA will participate in internal validation
review (DVR).
FTA is responsible for the management of its special education budgets, personnel,
programs, and services. FTA will ensure that its special education personnel are
appropriately credentialed, licensed or on waiver consistent with California laws and
regulations.
Big Picture Film & Theater Arts Charter High School Charter Petition
45
FTA will implement the programs and services, including providing related services,
required by the IEPs of the students enrolled at the school. FTA may request related
services (e.g., Speech, Occupational Therapy, Adapted P.E., Nursing, Transportation,
etc.) from the District, subject to availability and on a “fee-for-service” basis, by
submitting written requests to the Charter Office. FTA may also provide related services
by hiring credentialed or licensed providers through private agencies or independent
contractors.
For students transferring to FTA from District schools or District affiliated charter
schools, FTA will provide those related services required by the students’ IEPs upon the
students’ enrollment. However, to allow for a smooth transition, the District shall
continue to fund services for those special education students enrolling in FTA who have
been receiving non-public agency (NPA) services from the District for thirty (30) days
after enrollment. This will allow FTA time to conduct an IEP team meeting and to
execute contracts as necessary to facilitate the students’ transition to FTA. When
requested by FTA, a representative from the Local District Special Education Office may
attend a student’s first IEP meeting at FTA to assist with transition issues.
For students transferring to FTA from other school districts, FTA 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. FTA 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.
FTA will be responsible for the development of assessment plans for students with
suspected disabilities or, in the alternative, providing appropriate written notices to
parents when a request for assessment is denied. FTA will make decisions regarding
eligibility, goals, program, placement, and exit from special education by consensus of
the student’s IEP team.
In the event FTA is unable to provide an appropriate placement or services for a student
with special needs, FTA will contact the District to discuss placement and service
alternatives. Charter School 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 FTA, 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 FTA personnel places a student in a special
education program provided by another entity without District representation on the IEP
team, FTA will be fully responsible for the quality of the program and for any costs
Big Picture Film & Theater Arts Charter High School Charter Petition
46
incurred for such a placement. FTA will also maintain responsibility for monitoring
progress towards IEP goals for the student with special needs.
FTA will support movement of students with disabilities into less restrictive
environments and increase interactions of students with disabilities with non-disabled
students. Assessment and standardized testing procedures shall be implemented,
including guidelines for modifications and adaptations, to monitor student progress.
FTA shall provide planned staff development activities and participate in available
appropriate District trainings to support access by students with disabilities to the general
education classroom, general education curriculum, integration of instructional strategies
and curriculum adaptations to address the diverse learner, and interaction with nondisabled peers.
FTA 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.
FTA will ensure that student discipline and procedures for suspension and expulsion of
students with disabilities are in compliance with state and federal law. Discipline
procedures will include positive behavioral interventions. In accordance with the
Modified Consent Decree, FTA 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 FTA 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 FTA initiates due process
proceedings, both FTA and the District will be named as respondents. Whenever
possible, the District and FTA 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, FTA will be responsible for its own representation. If FTA retains
legal representation for a due process proceeding or other legal proceeding or action,
FTA will be responsible for the cost of such representation.
Because FTA will manage, and is fiscally responsible for, its students’ special education
instruction and services, FTA will be responsible for any prospective special education
and related services, compensatory education and/or reimbursement awarded by a due
process hearing officer, court or settlement based on an allegation or allegations that FTA
failed to fulfill its responsibilities under state and federal special education laws and
regulations (which include, among other things, identifying students with disabilities,
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47
assessing students, conducting IEP team meetings, developing appropriate IEPs, and
implementing IEPs).
If parents’ attorneys’ fees and costs are to be paid because parents are the prevailing party
as a result of a due process hearing or settlement agreement based on FTA’s alleged
failure to fulfill its responsibilities under state and federal special education laws and
regulations, FTA will be responsible for payment of those attorneys’ fees and costs.
Complaints
The District will investigate and respond to all special education complaints the District
receives pertaining to FTA, including the District’s Uniform Complaint Procedures,
Office for Civil Rights and California Department of Education Special Education
Compliance Complaints. FTA 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. FTA will be solely responsible for any and all costs resulting from, arising
out of, or associated with the investigation and implementation of appropriate remedies.
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 FTA in the same
manner as students in all District schools.
Funding for Special Education
FTA shall 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). FTA shall keep daily attendance
for each student, which shall be reported and certified according to District policies and
procedures. FTA may request specific related services from the District on a fee basis, if
the District has availability.
The District will collect an equitable encroachment contribution from independent charter
schools for district-wide costs for special education instruction and services. Districtwide costs include: 1) maintaining a full continuum of program options; 2) professional
development and training; 3) technical support for programs; 4) administration of due
process proceedings, excluding any legal representation; 5) investigation of complaints;
and 6) implementation of the Modified Consent Decree.
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The annual encroachment percentage collected may vary from year to year depending on
the district-wide encroachment. The calculation of the encroachment contribution shall
be based upon a formula designed by the District's Budget Services Office.
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 FTA staff.
Modifications to Special Education Responsibilities and Funding
The special education responsibilities of FTA 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.
School Calendar and School Time
A school site committee determines the daily bell schedule that meets the needs of its
students. FTA will have at least 183 student days and an additional 10 professional
development days for its teachers. It will surpass the required number of minutes of
instruction as set forth in Education Code 46201. FTA will require its pupils to be in
attendance at the school site at least 80 percent of the minimum instructional time
required pursuant to EC Section 47612.5(a)(1).
We will use flexible scheduling models to increase interdisciplinary work and meet
specific learning needs. We do, however, plan to tailor the schedule as much as possible
to the calendar in Los Angeles Unified School District without compromising our
academic program. We want to be respectful of those families who have children in Los
Angeles Unified School District and at FTA.
Sports, Clubs and Community Service Activities
FTA believes that co-curricular sports, clubs, and community service activities are central
to an effective education.
Sports
Depending on student interest and sufficient fundraising, we aim to make multiple
athletic programs available for our students. These may include boys’ and girls’
basketball, volleyball, soccer, baseball, softball, and cross-country, as well as individual
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physical fitness avenues (swimming, martial arts, self-defense, body-shaping, yoga,
etc…). Based on the operating history of other BPL schools, competitive sports are
generally not offered during the school’s first year of operation, but may added in
subsequent years based on student interest and demand. Practice and game facilities will
be secured through partnerships with local parks, recreation centers, Boys & Girls Clubs,
and in some cases, District facilities. Rental fees for such facilities will come from the
school budget and are typically drawn from the Student Events and Student Athletic
Equipment line items.
Clubs
FTA will offer a wide variety of activities outside of the academic program. Depending
on student interest and budgetary constraints, this may include a Gardening Club,
MeCHA, Black Student Union, Gay Straight Alliance, Journalism, Choir, and any
appropriate student-initiated activities. We plan to take advantage of charter status
flexibility in adjusting our schedule to allow these activities. Based on the operating
history of other small schools, several clubs are built into the school’s first year of
operation and are expanded in subsequent years based on student interest and demand. In
some cases, transportation is required for club activities. FTA typically draws from the
Student Events line items to fund the needs of the clubs (transportation costs are included
as part of these line items).
Community Service Activities
Everything FTA students do, as is the case with their peers at the other 70 BPL in the
United States, is calibrated to serve their families, their community and their own future
trajectory. Our Learning Goals mandate a community consciousness around all academic
and personal qualities work. Senior Projects, required for graduation from FTA, are
centered on providing solutions to community problems, conflicts or questions.
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ELEMENT 2: MEASURABLE PUPIL OUTCOMES
CA Education Code 47605 (b) (5) (B)
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.
BPSC expects FTA to outperform surrounding neighborhood schools in terms of
providing invaluable skills and academic standards knowledge.
As described previously, FTA expects graduating students to have become:
College -Directed Learners
 Able to think critically and analytically in order to understand complex concepts
across the curriculum;
 Knowledgeable of college requirements and application process;
 Prepared for required high school curriculum meeting A-G requirements;
 Knowledgeable regarding career field choices and educational pathways;
Cultural Learners
 Aware of cultural differences, unique group histories and diverse perspectives;
 Bi-literate in English and Spanish or another language;
 Able to understand the dynamics of language, culture, and social class;
 Able to communicate with precision and sensitivity within and across diverse
communities;
Innovative Leaders
 Models of ethical behavior through their involvement in school functions, clubs,
committees, and entities of their own creation;
 Able to contribute to the success of individuals and their community through
community-related projects;
 Effective oral communicators in distinct situations;
 Informed participants in the democratic process;
Life-Long Learners
 Responsible, mature decision-makers;
 Goal-oriented and disciplined in their personal pursuits;
 Able to successfully integrate multiple uses of technology; and
 Adaptive to a wide array of professional and cultural settings through exposure to
events outside the immediate community;
All students will be held accountable to the California State standards and supported to
reach the FTA objectives for performance. In addition, FTA and BPSC expect graduates
to have mastered all or part of the following:
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Subject Area
English/Language
Arts
Aligned State Standards
- Student will read with comprehension, write with
clarity, speak with meaning, and possess
familiarity with literary works
English Language
Development
- Students will gain increasing control of the ability
to understand, speak, read and write in English
Mathematics
- Students will master the four arithmetic operations
with whole numbers, positive fractions, positive
decimals, and positive and negative integers.
- Students will understand the concepts of mean,
median, and mode of data sets and demonstrate
ability to analyze data
- Students conceptually understand and work with
ratios and proportions
- Students will demonstrate ability to manipulate
numbers and equations
- Students will make conversions between different
units of measurement.
- Students will demonstrate an understanding of the
symbolic language of mathematics and the use of
mathematics in a variety of problem-solving
situations
Science
- Students will demonstrate through investigation
and experimentation, an understanding of the
principles of physical and life science as well as
ecology
- Students will demonstrate intellectual reasoning,
reflections, and research skills related to
chronological and spatial thinking, historical
interpretations, and research, evidence and point of
view. Students will demonstrate an understanding
of Ancient Civilizations, Medieval and Early
Modern Times and American history
- Students will demonstrate, in a foreign language,
the ability to read with comprehension, write with
clarity, speak with meaning, and possess
familiarity with literary works
Science CST
- Students will demonstrate some facility with a fine
or performing art. Students will understand the
place of the arts in society.
Individual course
assessments
Teacher
History/Social
Studies
Foreign Language
Visual &
Performing Arts
Big Picture Film & Theater Arts Charter High School Charter Petition
Assessment Tool
ELA CST
Benchmark
Exams
Project Work
CELDT
ELA CST
Project Work
Math CST
ALS Benchmarks
Project Work
Project Work
History CST
Project Work
Individual course
assessments
Teacher
observations
52
observations
Project Work
Outcome Goals
The achievement of FTA will be measured in both growth and absolute measures and
compared to the achievement of selected District schools that are similar in demographic
and other characteristics. The criteria for selecting the comparison schools are:
I. Comparison Schools
In gauging the success of FTA during the charter term, a group of comparison District
schools will be selected that meet the following criteria. The District will identify the
comparison schools and will inform FTA of the names of the schools and the specific
data used to identify them. The analysis of the school’s academic performance will
include a comparison of the academic achievement of FTA students to the academic
achievement of two sets of comparison District schools:
1. The residence schools FTA students would have otherwise attended (“Resident
Schools”); and
2. District schools of similar demographic characteristics (“Demographically Similar
Schools”).
Comparison Resident Schools
“Resident Schools” may be selected by using the FTA students’ home addresses to
identify the District schools they otherwise would have attended. The District schools
most represented at FTA will be chosen as comparison “resident schools.”
Demographically Similar Schools will be selected by using the state formula for creating
its similar schools list.
II. Primary Growth Measures
Growth in student achievement is the primary measure that will be used to determine
whether the school has been an academic success in its charter term. The growth of the
FTA students will be measured annually against the growth of the comparison schools.
At the time of renewal, if FTA has met all of the following benchmarks either in the
previous year or in two of the previous three years, the school will be considered an
academic success:
1. FTA’s “value added” for English Language Arts is greater than the median value
added for the comparison schools (prepared annually by PERB.)
2. FTA’s “value added” for Math is greater than the median value added for the
comparison schools (prepared annually be PERB).
3. FTA’s API growth is greater than the median growth of the comparison schools.
4. FTA’s API growth for all subgroups is greater than the median growth of the
comparison schools.
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5. The decrease in percentage points of students scoring Below Basic & Far Below
Basic on the CST for ELA is greater than the median decrease for the comparison
schools.
6. The decrease in percentage points of students scoring Below Basic & Far Below
Basic on the CST for Math is greater than the median decrease for the comparison
schools.
7. The increase in percentage points of students scoring Advanced & Proficient on
the CST for ELA is greater than the median increase for the comparison schools.
8. The increase in percentage points of students scoring Advanced & Proficient on
the CST for Math is greater than the median increase for the comparison schools.
9. The increase in percentage points of students scoring Early Advanced &
Advanced on the CELDT is greater than the median increase for the comparison
schools.
III. Other Measures
If FTA fails to meet the primary growth measures, the following measures will be
considered to determine whether the school should, nevertheless, be considered an
academic success:
1. FTA’s API score at the time of renewal is greater than the median API score for
the comparison schools.
2. The percentage of FTA students scoring Advanced & Proficient in ELA on the
CST is greater than the median percentage for the comparison schools.
3. The percentage of FTA students scoring Advanced & Proficient in Math on the
CST is greater than the median percentage for the comparison schools.
4. The percentage of FTA students scoring Below Basic & Far Below Basic in ELA
on the CST is below the median percentage for the comparison schools.
5. The percentage of FTA students scoring Below Basic & Far Below Basic in Math
on the CST is below the median percentage for the comparison schools.
6. The percentage of FTA ELL students re-designated to English proficiency is
greater than the median for the comparison schools.
7. FTA has met its AYP goals and is not in Program Improvement
IV. Annual FTA Study
Applying the measures in II and III above, FTA may submit to the LAUSD Charter
Schools Division an annual progress report. The District will identify the comparison
schools and provide the names and specific data by which they were selected. LAUSD
PERB will prepare annual report on “value added” benchmark. The Charter Schools
Division will review the progress report and provide comments to FTA within 60 days.
V. Board Discretion
At the time of renewal, the Charter Schools Division will present an analysis of its
findings with respect to II and III above, with a recommendation for action. The
determination of whether a charter will be renewed will be based upon the requirements
of the Education Code and is within the purview of the Board.
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For present comparative purposes, the following table shows the outcome levels for
Fremont, Santee, and Jefferson high schools, which are the public schools our students
would likely have attended if ours did not exist.
Comparable School
Fremont
Santee Education Complex
Jefferson
2009
Growth
API Score
525
522
515
2008 State
Rank
1
1
1
2009 CST
ELA Prof.
& Adv.
14%
13%
13%
2009 CST
Math Prof.
& Adv.
1%
2%
2%
Delineation of When and How Pupil Outcomes will be Assessed
College-prep, rigorous assessments that are aligned to State content standards are
provided to all FTA students. As with students at all BPL schools in California, FTA
students begin each quarter by creating a Personalized Learning Plan with the assistance
of their advisor and mentor and in conference with their parent(s). The Learning Plan
integrates State content standards with the investigations, activities and projects aligned
with all aspects of their course-load and includes timelines. Essentially the students are
assembling the pieces of their future assessment, and developing a time-bound plan for
the creation of personalized, authentic work that will demonstrate that the planned (and
State-mandated) learning has been completed with distinction. These same Learning
Plans, along with all of the project and classroom-based work created, will be displayed
and discussed in tremendous detail by panels comprised of peers, faculty, administration,
and parents. Assessments will be narrative in form, explaining the marks in detail, with a
focus on future avenues of improvement.
By adhering to the BPL model, FTA will ensure that student report card grades measure
the level of student mastery of content standards. Teachers will also use student
achievement results on benchmark assessments to determine areas for re-teaching.
Teachers will meet at least once a semester to examine student work using protocols to
assess student levels of proficiency with regards to standards. Staff will use student
performance on assessments to guide their planning and instruction, determining which
areas need the most intervention, and evolving strategies to improve student achievement
in those areas.
FTA will rely heavily on data collected from assessments to personalize learning for each
student and to ensure proper placement in classes. Incoming 9th graders take two
placement exams (one in reading, one in math) during the summer. The reading test is
taken from Read 180, a standards-aligned reading acceleration program. This test
determines a student’s Lexile level so that FTA can determine which students are reading
at a basic or far below basic level. The UCLA Math Diagnostic test is used to determine
algebra readiness. These assessments are administered during the Summer Bridge
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Program (see Theme 3). Students who score basic or far below basic on the reading
assessments are placed in a year-long Read 180 course to support them in language arts.
Students who score basic or far below basic on the math assessments may be placed in a
course specially designed to support them in fortifying their math skills and essential
concepts.
FTA will use interim assessments to benchmark student progress in core areas including
English, Math, Science, and History. This process will provide FTA with the ability to
track individual student progress by:
□ Creating common assessment tools across the entire school, which will allow teachers
to use common data from which to inform instruction.
□ Creating the opportunity for collaboration amongst teachers, so that best practices can
be shared across the campus.
□ Providing multiple opportunities for students to demonstrate proficiency on a major
concept (via project work, standardized tests, writing, etc…)
FTA staff will also use data from State assessments, diagnostic assessment (e.g. Read180,
UCLA Math Diagnostic) and classroom assessments on an ongoing basis to inform
instruction and student placement. FTA will use all of these indicators to monitor
individual student growth, as well as advisory-group and overall school progress. The
staff will analyze student achievement data to determine the areas of highest need and to
develop specific goals and steps to be taken to increase student learning. Grade level
teams (each grade-level team is comprised of two or more advisories) will meet with
content specialists to set goals at the beginning of each year to determine steps to be
taken to achieve the goals. For example, after reviewing state test data, the math
department may set a goal to increase the number of students in the “Advanced” category
in Algebra by 16%. The department then meets with Grade Level Groups to establish
appropriate steps to take, including resources to be used, to help students reach this goal.
In addition, the review of student grades each quarter leads to a discussion about the
types of assessments each teacher uses as well as teaching and assessment
methodologies.
Student achievement and assessments are also discussed during whole-staff and grade
level meetings. The master schedule aims to provide all teachers in a specific grade level
with common planning time so they can meet bi-monthly to collaborate. Additionally,
the entire staff meets during weekly professional development time to discuss progress
towards school-wide goals and curriculum pathways. Each grade level functions as a
Student Success Team that collaborates in developing individualized intervention plans
for struggling students and/or high achieving students in need of an additional challenge.
The FTA staff believes a critical piece to student success is a student’s ability to assess
his/her own work against set standards. Clear Expectations is a cornerstone in the
Principles of Learning from the University of Pittsburgh, and it is founded on the notion
that teachers must clearly define what they expect students to learn if students are to
achieve at high levels. Students must have visible targets for work, be able to evaluate
their own work, and set goals for their own effort.
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Identification of Who will be Accountable for Student Progress
The Principal of FTA will be ultimately accountable for the success of the school and
student performance. By implementing the BPL educational model, the FTA community
will grounded in personalized, authentic learning for each student, as well as in datadriven, results-oriented, quantifiable student progress in the classroom and in the “real
world”. The culture at FTA will be based upon constant reflection and improvement.
As required under No Child Left Behind (“NCLB”), FTA will work with its staff to
insure that all students have full access to the curriculum and that each subgroup in the
school is making meaningful progress towards meeting all of the standards. FTA will
implement all provisions of NCLB that are applicable to charter schools, including the
use of effective methods and instructional strategies that are based on scientific research
that strengthens the core academic program, meeting its Adequate Yearly Progress goals,
publicly reporting the school’s academic progress, and reaching and teaching students
with a diverse array of learning styles. FTA will implement extended learning, in
collaboration with parents, for students falling behind who need extra help. FTA will
participate in all assessments required by the State of California. Furthermore, FTA will
be a WASC-accredited school.
BPSC will utilize CST, CEDLT and other internal assessments to ensure that all students
meet State standards and the school as a whole meets API growth targets. BPSC’s will
review all such data on a regular basis with both school site leadership and staff. BPSC
uses student performance data as a cornerstone of its management of schools. The
organization provides extensive development for school leadership and staff so that each
school will consistently improve and surpass its State goals and the objectives outlined
within their respective charter petitions (see the section titled “Measurable Student
Outcomes”).
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ELEMENT 3: OUTCOME MEASUREMENT PROCESS
CA Education Code 47605 (b) (5) (C)
The method by which pupils progress in meeting those pupil outcomes is to be
measured.
Student Assessments
BPSC schools have a firm belief in accountability and, as such, implement rigorous
assessment and goal-setting programs to measure students’ proficiency levels and ensure
that each student is making progress toward becoming an informed, ethical and civicminded adult. Students are assessed regularly from the time they enter the school
through graduation, and staff monitors their progress closely.







Placement exams: All incoming students are given placement exams in order to
determine proficiency levels in math and reading (READ 180 is used for reading).
Comparable tests are given at the end of the year to measure progress. The
CELDT exam is administered at the beginning of the year to determine English
language proficiency for those whose first language is not English. CEDLT is
administered annually until students are designated English fluent.
State-Required Standardized Tests: All state-required tests, including the CSTs
and CELDT, are given and analyzed closely. 8th grade scores for incoming 9th
grade students are gathered so that growth can be compared between FTA and the
District schools.
Portfolio Based Assessments: Student work portfolios, covering personalized
project-based work as well as traditionally taught courses, are reviewed each
semester to determine degree of standards comprehension and mastery, as well as
development of “bedrock” quantitative reasoning and communications skills.
Quarterly Exhibitions: Every FTA student gives an exhibition of their learning
each quarter, in which all aspects of their Learning Plan are displayed, critiqued
and discussed with panels of peers, faculty members, mentors, and parents.
Exhibitions are also platforms for the assessment of the use of appropriate
technology in conjunction with student learning.
CST-Aligned Benchmark Assessments: FTA creates interim assessments, based
on state-mandated exam foci, to assess student mastery of standards on a quarterly
basis.
Traditional Classroom Assessments: Quizzes, essays, projects, and exams are
implemented regularly in classes.
Other Assessments: Students are also measured regularly in non-curricular areas
such as class attendance and discipline.
These metrics drive school-wide refinement of instructional methodologies and other
systems, a process of constant evolution, reflection, and improvement.
FTA will use a data and information management system (PowerSchool) to track
students’ progress on classroom and state standardized assessments. Teachers critically
analyze student data, identify strengths and weaknesses and develop Personalized
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Learning Plans alongside students and parents. Goals are clearly communicated to
students and parents on a regular basis. Assessments and data analysis help
administrators calibrate adjustments in instruction.
Student performance will also be tracked in non-curricular areas such as class attendance
and discipline. For example, FTA will actively track each student’s attendance and
conduct).
Methods to Ensure that All Statewide Standards are Met and Pupil Assessments
Conducted
The philosophy of FTA, BPSC, BPL, BPSC Board Members, and Community
Stakeholders is that we will work together to set specific and measurable goals to ensure
that all FTA meets its obligations with regard to student performance and school
operations in order to support ongoing learning and improvement. Goals and objectives
to ensure that students meet the statewide standards for academic performance will
involve the following four-step Plan, Do, Study, Act process:

PLAN: Setting measurable standards and goals: Staff has identified what
students should know (content standards) and what they should be able to do
(performance standards) in all learning areas at critical points in their education.
Steps in this process include: reviewing the school's mission, purpose, and
expectations, Big Picture Learning Goals and other objectives, reviewing state
and district standards, developing exit outcomes and graduation standards, and
listing specific academic outcomes that students will demonstrate in each subject
area, grade or skill level.

DO: Linking standards to curriculum and assessment: Standards, curriculum,
and assessment are aligned with each other, with State guidelines, and with the
school's educational goals. Professional development includes training in the use
of data-driven decision making, and educators review the alignment of assessment
and curriculum with the state content standards at least twice a year.

STUDY: Measuring student performance and monitoring progress toward
goals: Progress is objectively measured by the annual Statewide assessments for
each grade. Classroom teachers may also measure achievement using student
portfolios, Exhibition data, interim benchmark assessments and classroom
performance assessments. Progress is communicated to parents on a regular
basis. Progress reports are issued quarterly, and parents have daily access to
student grades on Power School.

ACT: Using the data to identify strengths and areas of improvement: The staff
will set baseline expectations for incoming students (e.g., information from
previous assessments); recommend additional support if needed; administer all
assessments, including school, District, and State-required testing (e.g., CST,
proficiency tests); develop evaluative comparisons with similar populations using
disaggregated data; set priorities for professional development; and assist with the
allocation of resources.
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Testing
If FTA does not test (i.e., CST, CELDT, CAHSEE) with the District, FTA hereby grants
authority to the State of California to provide a copy of all test results directly to the
District as well as to FTA.
Reporting Data
FTA will report student progress to: (1) students and parents, (2) the District, (3) the
broader public, and (4) teachers and BPSC Board members. Options for reporting data
include grades and report cards, portfolios, narratives, student-involved conferences,
annual reports, informational brochures, the school website, and annual stakeholder
meetings.
FTA will use a performance scorecard that is currently being developed in order to
integrate measurements of and by all stakeholders regarding the school’s performance.
Elements of the performance scorecard have already been developed and have been
implemented. These elements include standardized teacher, parent and student surveys,
which are part of the matrix shown below. An integrated score card that captures all
measures holistically is still under development.
Matrix of Evidence to Improve Pupil Learning
Students
Teachers
Parents
Measure
Analyze
 Project Work &
 Compare with
Portfolio
similar schools and
Evaluations
to all California
schools
 State Tests

Identify root causes
 Grades
of performance
 Attendance
increases or
 Retention Rate
decreases in each
 Disciplinary
area
Actions
 Teacher
 Identify strengths &
Performance
opportunity areas
Evaluations
for each teacher
 Student
 Compare previous
performance in
scorecards
individual
 Analyze “life cycle
classes
of teachers” to
identify breakdowns
 Teacher
Satisfaction
(recruiting, staff
surveys from
development, etc.)
students
 Teacher Retention
 Completion of
 Compare with
Volunteer Hours
previous years and
Big Picture Film & Theater Arts Charter High School Charter Petition
Develop action plan and
set goals
 Create plan for
improvement in low
performing areas
 Set targets for next
academic year
 Improvement
required annually
(after first three
years of school)
 Create plan for
improvement in low
performing areas
 Set targets for next
academic year

Create plan for
improvement in low
60
 Attendance at
PTA Meetings
Principal /
Admin.
BPSC
 Student
performance
 Student
satisfaction
 Teacher
performance
 Teacher
satisfaction
 Fiscal
management
 Parent satisfaction
 School Coach’s
Evaluation
 Performance at
individual
schools
 Employee
Retention
 New schools
opened
 Fiscal
Management
 District /
Systematic
change
influenced
across network
 Identify internal and
external forces
affecting
performance
 Compare with
previous years,
across network &
similar schools
 Compare with
previous years and
targets set by Board
Big Picture Film & Theater Arts Charter High School Charter Petition





performing areas
Set targets for next
academic year
Create plan for
improvement in low
performing areas
Set targets for next
academic year
Create plan for
improvement in low
performing areas
Set targets with
Board for next
academic year
61
ELEMENT 4: GOVERNANCE STRUCTURE
CA Education Code 47605 (b) (5) (D)
The governance structure of the school, including, but not limited to, the process to be
followed by the school to ensure parent involvement.
FTA will be an independent charter school. It will be governed by Big Picture Schools
California, Inc., a 501 (c)(3) non-profit public benefit California corporation (“BPSC”).
Ultimate responsibility for the governance of FTA will rest with BPSC’s Board of
Directors, including policy-setting decisions, such as:
 Setting general policies of the school;
 Approving and monitoring the school's annual budget;
 Ensuring operation of the school in accordance with the charter and the law; and
 Hiring the school's principal.
BPSC’s Board of Directors will be the ultimate governing body for FTA, be responsible
for major strategic and policy decisions related to the school and ensure FTA’s financial
sustainability.
FTA’s Principal is responsible for the daily administrative operation of the school and is
accountable to the BPSC’s Board. Additionally a School Advisory Board made up of the
Principal, teachers, staff and community members will be set up in order to help with the
day-to-day decisions occurring on the school site level.
Since BPSC is a non-profit corporation, it can be sued as an independent entity and
would be responsible for any debts incurred by the school. If this charter is found to be
invalid or contrary to law by the California Department of Education, a court of law, or
other appropriate jurisdictional agency, at that point, this charter petition shall be revoked
and the Los Angeles School District shall be held harmless for having initially approved
the request. FTA and BPSC will be solely responsible for the debts and obligations of
FTA. BPSC shall be solely responsible for the legal obligations of FTA. BPSC Board of
Directors agrees to adhere to all State and federal laws or regulations governing nonprofit corporations.
This charter for FTA granted by the Los Angeles Unified School District to BPSC may
only be amended by the mutual consent of the Board of Education of the Los Angeles
Unified School District and the Board of Directors of BPSC, or through their duly
appointed representatives.
Potential members of the BPSC Board of Directors are typically nominated by an
existing member. The BPSC Board frequently discusses additions to its membership
based on the need to add additional functional expertise and/or balance representation of
the communities served by FTA and other BPSC schools. Once nominated, the Board
undergoes a thorough review process including a nominee’s professional background,
community involvement, and commitment to BPSC’s mission. In order to be confirmed,
nominees will have to receive the majority approval of the Board of Directors.
Big Picture Film & Theater Arts Charter High School Charter Petition
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There will be numerous opportunities for students and parents to participate in the
implementation and growth of the school and learn about leadership. Students will be
encouraged to help design and assist in the administration of many school programs,
including the disciplinary process, student recruiting, all-school meetings, and the school
newspaper.
Parents will be treated by staff members as collaborators in the educational process. The
Advisory Board, comprising parents, teachers, classified staff, students, community
representatives, and administrators, will also recommend policy to BPSC. The School
Advisory Board will meet monthly. Parental views and expertise will be sought in
developing policies and solving school-wide problems through representatives serving on
the Advisory Board and various committees. Communication with parents, whether
about school policies and programs or about their own children, will be frequent, clear,
and two-way.
Board Meetings
The entire BPSC Board of Directors meets at least on a quarterly basis and more often as
needed. All Board meetings are open to the public. Meeting notices and agendas will be
made available and posted to the public prior to board meetings. Meeting minutes and
Board actions are recorded and also available to the public. FTA and BPSC are subject to
and will comply with the Brown Act as well as Government Code 1090 (which deals
with financial conflicts of interest). Members of the Board of Directors, any
administrators, managers or employees and any other committees of the School shall
comply with federal and State laws, non-profit integrity standards and LAUSD’s Charter
School policies and regulations regarding ethics and conflicts of interest.
FTA Management
The FTA management meets on a monthly basis to focus on key issues dealing with the
school, such as academic success, school operations, financial management, attendance,
reporting, etc. This process helps ensure that FTA is hitting its targets and is continually
improving. Data derived from student achievement and financial performance will be
relied on heavily for decision-making.
The following are the biographies of FTA’s Management Team, Board of Directors and
Advisors:
Management Team




Steve Bachrach, Principal – See Executive Summary above.
Deanna Hanson, Development -- See Executive Summary above.
Keith Reams, Finance -- See Executive Summary above.
Elliot Washor, Ed. D., Teaching and Learning – See Executive Summary above.
Exceptional Board of Directors
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63





David Abel -- See Executive Summary above.
Deanna Hanson, Corporate Secretary – See Executive Summary above.
Keith Reams, Chief Financial Officer – See Executive Summary above.
Peter Schoenfeld – Chairman of the Board of Directors – See Executive Summary
above.
Elliot Washor, Teaching & Learning – See Executive Summary above.
School Advisory Board
The School’s Advisory Board will initially be comprised of:
 Steve Bachrach, Principal
 Marlem Landa, FTA’s Director of Development, former FTA student (when the
program was housed at Jefferson High School; Hampshire College Alumna
 Joyce Reyes, Jefferson High School and Brown University Alumna, currently an
executive at Farmers’ Insurance, Los Angeles.
 Jorge Nuño, local businessman, Creative Director of The NTS Group, a full-service
design and advertising studio in South Los Angeles. (NTS is one of many
professional organizations in Los Angeles that will be mentoring FTA students as part
of the school’s “Real-World Learning” Component.)
 Anne Marie Burke, Architect and Principal at Morphosis Architects (also a mentor),
Santa Monica, CA
 David Tokofsky, Former California Teacher of the Year, Former LAUSD Board
Member, Currently a consultant for Associated Administrators of Los Angeles
Grievance Procedure for Parents and Students
FTA 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 FTA alleging its noncompliance with these laws
or alleging any actions that would be prohibited by these laws. FTA will notify all its
students and employees of the name, office address and telephone number of the
designated employee or employees.
FTA 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.
FTA 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 that it operates, and that it is
required by Title IX and Section 504 not to discriminate in such a manner.
Big Picture Film & Theater Arts Charter High School Charter Petition
64
LAUSD Charter Policy
FTA will comply with the District policy related to charter schools, as it may be change
from time to time.
Audit and Inspection of Records
FTA agrees to observe and abide by the following terms and conditions as a requirement
for receiving and maintaining their charter authorization:
 FTA is subject to District oversight.
 The District’s statutory oversight responsibility continues throughout the life of FTA
and requires that it, among other things, monitor the fiscal condition of the FTA.
 The District is authorized to revoke this charter for, among other reasons, the failure
of the FTA to meet generally accepted accounting principles or if it engages in fiscal
mismanagement.
Accordingly, the District hereby reserves the right, pursuant to its oversight
responsibility, to audit FTA 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:
 Compliance with terms and conditions prescribed in the Charter agreement,
 Internal controls, both financial and operational in nature,
 The accuracy, recording and/or reporting of school financial information,
 The school’s debt structure,
 Governance policies, procedures and history,
 The recording and reporting of attendance data,
 FTA’s enrollment process,
 Compliance with safety plans and procedures, and
 Compliance with applicable grant requirements.
FTA shall cooperate fully with such audits and to make available any and all records
necessary for the performance of the audit upon 30 days’ notice to FTA. 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 the FTA operations is
received by the District, FTA shall be expected to cooperate with any investigation
undertaken by the Office of the Inspector General, Investigations Unit.
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ELEMENT 5: EMPLOYEE QUALIFICATIONS
CA Education Code 47605 (b) (5) (E)
The qualifications to be met by individuals employed at the school.
FTA will hire a diverse faculty composed of the best teachers available. We will achieve
this goal by engaging in a national search to hire the finest teachers. This includes
contacting the top graduate and education programs in the country, publicizing FTA and
its unique methodology to experienced teachers, and also working with respected
providors of quality teachers like Teach For America and RISE.
Job Descriptions By Position
Principal
 Accountable for students' overall academic performance.
 Manage school revenues and expenses to stay within agreed upon budget.
 Available for contact with parents, students and staff to discuss student progress and
problems after class, at night or on weekends (via cell phone or in person).
 Maintain work hours extending beyond school hours for other professional duties or
functions such as staff meetings, supervision of student events, etc.
 Maintain professional standards and a school environment that is productive, safe,
stimulating, and focused.
 Participate in BPL and BPSC international, national, state-wide, and individual
professional development.
 Participate in other events aimed at promoting or developing BPSC and its schools
(i.e. Conferences, Teacher and student recruitment…)
Teacher
 Effectively instruct students in assigned content area(s) as prescribed BPL’s academic
content standards through lecturing, demonstrating, guiding, cajoling, and otherwise
convincing students to personalize and deepen their learning at every available
opportunity.
 Work effectively alongside parents to assist and supervise students in planning and
creating their project work.
 Meet on a monthly basis with students’ mentors in “real-world” venues to triangulate
guidance on project work.
 Work as part of interdisciplinary team and within content areas planning and aligning
curricula to ensure that instruction follows curriculum guidelines or requirements of
state and school.
 Set clear short-term and long-term goals (for entire group and individual students) to
drive instruction.
 Develop and submit weekly and long range unit plans containing standards, essential
questions, assessments and lesson plans; assign lessons and review homework.
 Consistently administer tests and other tools designed to evaluate pupil progress,
record results, and issue meaningful reports to inform parents of progress.
 Create and implement student intervention plans when necessary.
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 Maintain the school's student management policies and procedures (i.e. attendance
records, dress code, etc.) and report to the school administrators when necessary.
 Maintain effective supervision and discipline in the classroom.
 Work with other teachers and administrators to address and resolve student issues.
 Provide necessary accommodations and modifications for growth and success of all
students.
 Participate in faculty and professional meetings, educational conferences, and teacher
training workshops.
 Lead and participate in student activities such as: sponsoring student activities or
student organizations, coaching a sports team, working with parents and the
community as part of a committee or group, provide morning or after school
supervision, and chaperoning student activities.
 Abide by all State and federal mandates in reporting sexual or physical abuse and
neglect.
 Special projects and duties outside of primary teaching responsibility as assigned.
Beyond the principal and teachers, other employees will be hired. BPL staffing models
possess a degree of flexibility, depending on the needs of the community, but are often
comprised of some combination of the following: an assistant principal, a college
counselor, an internship coordinator, an office manager, a parent coordinator, a campus
aide, and/or instructional aide; but this is a local decision. So, FTA can staff the school
as it pleases, so long as it remains within budget. FTA will try to hire its administrative
staff from the community, particularly its office manager. It is critical that the office
manager and all of the staff develop close relationships to the community members they
are serving. The principal of FTA has the discretion to hire additional classified personal
as needed. The principal will be in charge of reviewing each classified staff member
yearly and their salary will be “competitive”. The administrative staff shall possess
experience and expertise appropriate for their position within the school as outlined in
their job description.
Assistant Principal
 Available for contact with parents, students and staff to discuss student progress and
problems after class, at night or on weekends (via cell phone or in person).
 Maintain work hours extending beyond school hours for other professional duties or
functions such as staff meetings, etc.
 Maintain professional standards and a school environment that is productive, safe,
stimulating, and focused.
 Participate in BPL, BPSC, FTA, and individual professional development.
 Participate in other events aimed at promoting or developing BPL, BPSC and FTA
(e.g., conferences, teacher hiring events, student recruitment, etc…)
Counselor
 Available for contact with parents, students and staff to discuss student progress and
problems after class, at night or on weekends (via cell phone or in person)
 Inform and guide FTA students and parents on all aspects of the college selection,
application, financial aid, and adjustment processes.
Big Picture Film & Theater Arts Charter High School Charter Petition
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 Maintain work hours extending beyond school hours for other professional duties or
functions such as staff meetings, etc.
 Maintain professional standards and school environment that is productive, safe and
focused
 Participate in BPSC, BPL, FTA, and individual professional development
 Participate in other events aimed at promoting or developing BPSC, BPL and their
schools.
Office Manager
 Arrive to work and any meetings or appointments in a timely manner.
 Maintain professional standards in the office and the school.
 Participate in BPSC, BPL, FTA, and individual professional development programs.
 Answer telephone: provide information, take and relay messages, transfer calls.
 Filing and copying
 Participate in other events aimed at promoting or developing BPSC, BPL and FTA.
Parent Coordinator
 Under the direct supervision of the Office Manager, the Parent Coordinator will
provide clerical and administrative support to the school’s front office.
 Serve as a liaison between the school and families.
 Answer telephone: provide information, take and relay messages, transfer calls.
 Make phone calls to parents to communicate important information.
 Filing and copying.
 Maintain student files.
 Coordinate and assist with lunch service. Call and schedule parent volunteers.
 Greet visitors to the school; determine the nature of their business and direct visitors
to destination.
 Process incoming and outgoing mail.
 Additional duties as assigned.
 Track volunteer hours.
Campus Security Guard (Aide)
 Arrive to work and any meetings or appointments in a timely manner.
 Maintain professional standards and a school environment that is safe and secure for
all students and staff.
 Participate in FTA and individual professional development programs.
 Participate in other events aimed at promoting or developing BPSC, BPL and FTA.
Instructional Aide
The Instructional Aide: Special classification is designed to serve students whose
instruction is identified and specified in an Individualized Education Plan (IEP) or
Section 504 Service Plan (SP). These students have learning, communication, physical
and/or mild to moderate disabilities or other impairments such as emotional disturbances.
Incumbents in this class perform a variety of instructional tasks in such areas as reading,
Big Picture Film & Theater Arts Charter High School Charter Petition
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writing, and mathematics. The incumbent will be assigned to work with a small group of
special education students in a general education classroom.
Credentials, Requirements, and Qualifications of Staff
Principal’s Experience & Education Qualifications
 Substantial teaching experience, with a history of improving student achievement.
 Experience working in an urban school setting.
 Prior administrative experience is highly desirable.
 Demonstrated leadership capabilities.
 Proven management and team building skills.
 Experience managing budgets, creating and implementing policies.
 Excellent interpersonal communication and writing skills.
 Experience working in an entrepreneurial environment.
 Relevant Masters or equivalent degree (administrative credential or in process of
obtaining one).
 A passion for improving urban schools and driving education reform.
 Knowledge of bilingual education settings and methodologies.
 Bilingual (English/Spanish) highly desirable.
Teacher’s Qualifications
 Bachelor’s Degree plus successful completion of the CBEST and CSET
examinations.
 Solid knowledge of subject matter including CA State Standards.
 Excellent verbal and written communication skills are essential.
 CA Single Subject Credential preferred or enrolled in a University Intern Program.
 Passionate about improving public education to help all children reach their dreams.
 Must have a strong ethical base and awareness of Big Picture’s mission and
methodology.
 Bilingual (English/Spanish) highly desirable
Teachers at FTA shall be required to hold a Commission on Teacher Credentialing (CTC)
certificate, permit, or other document equivalent to that which a teacher in other public
schools would be required to hold. As CDE and CTE provide interpretations for the
requirements for non-core subjects, those interpretations will be followed. Should a
qualified candidate not hold a California teaching credential, in order to be hired, he/she
must be qualified to apply for either a Short Term Staff Permit (STSP) or a Provisional
Internship Permit (PIP). If hired, the candidate must enroll in a credentialing program
before the expiration of the permit and apply for an intern credential. At all times,
teachers must meet all qualifications to be in compliance with NCLB.
As noted in the section regarding Ed Code 47605 (b) (5) (E), all teachers shall hold the
training and credentials appropriate to their placement and will be hired based on their
capacity to deliver the instructional and curricular program. Current copies of all teacher
credentials will be maintained by FTA or BPSC and made readily available for
inspection.
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Assistant Principal’s Experience & Education Qualifications
 Minimum of 3 years teaching experience, with a history of improving student
achievement.
 Experience working in an urban school setting.
 Demonstrated leadership capabilities.
 Proven management and team building skills.
 Excellent interpersonal communication and writing skills.
 Valid CA Administrative Services credential (or in the process of obtaining one)
 Relevant Masters or equivalent degree (counseling background helpful) preferred
 A passion for improving urban schools and driving education reform.
 Knowledge of bilingual education.
 Bilingual (English/Spanish) highly desirable.
Counselor’s Experience & Education Qualifications
 Experience working in an urban school setting
 Prior counseling experience (mental health), including DIS Counseling
 Demonstrated leadership capabilities
 Proven management and team building skills
 Excellent interpersonal, communication and writing skills
 MA/MS degree in School Counseling from an accredited college or university
 PPS Credential in School Counseling and Guidance
 Experience with individual and group counseling highly desired
 A passion for improving urban schools and driving education reform
Office Manager’s Experience & Education Qualifications
 Minimum of 3 years in an administrative support capacity in a business environment
is required. Prior experience within a school setting is desired.
 Minimum of an Associate’s Degree or certificate with emphasis in Business
Administration is required. (An equivalent combination of training and experience
may be substituted for education requirement (two years of experience for every one
year of post-secondary education).)
 Bilingual (English/Spanish).
 Candidates must be CPR and First-Aid certified.
Parent Coordinator’s Experience & Education Qualifications
 Minimum of 1 year in an administrative support capacity in an office environment.
Prior experience within a school setting is desired.
 High school diploma or general education degree (GED).
 A valid Driver's License and clean driving record.
 Candidates must be CPR and First-Aid certified.
 Bilingual (English/Spanish)
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Campus Security Guard’s (Aide) Experience & Education Qualifications
 Minimum of 2 years of experience in security is required. School security experience
is preferred but relevant experience in these other fields of security may be
considered: government security, industrial security, military, or law enforcement.
 High school diploma or general education degree (GED).
 School Security Certification as required by SB 1626 and Education Code 38001.5.
 A valid Driver's License and clean driving record.
 All candidates must pass drug screening and background checks.
 Must be CPR and First-Aid certified.
 Bilingual (English/Spanish)
Instructional Aide’s Experience & Education Qualifications
 The equivalent of graduation from high school and one of the following: Completion
of at least two years of study (48 semester units or 60 quarter units) at an institution
of higher education, or attainment of an Associate of Arts degree or higher degree
 Six months experience working with adolescents/children in a structured environment
 Experience working with adolescents/children requiring a specialized learning
environment is preferred. Verifiable supervised experience as a volunteer in a school
or related organizational activity may be substituted on an equal basis.
 Any other combination of training an experience that could likely provide the desired
skills, knowledge or abilities may be considered, however, experience can not
substitute for the required minimum education and a willingness to work
collaboratively as an educational team member
FTA will select a staff while complying with State and federal regulations. BPL schools
have a rigorous national recruitment process. We advertise or plan to advertise in
publications such as Los Angeles Times, Association of California School
Administrators, National Association of Secondary Principals, EdWeek, and the
Chronicle of Higher Education, as well as on our national website (www.bigpicture.org).
We also employ outside Internet resources such as Ed-Join and MonsterTrak.
Process for Staff Selection
The Principal is the main person running the school once it is open, and BPSC takes
extensive care to select the most qualified and dedicated principal available. BPL will use
its considerable relationships with a number of universities and other channels for
attaining high quality candidates. As they further develop their network in California,
BPL and BPSC will begin developing leaders within its own organization (counselors,
assistant principals, lead advisors) who have already asked to be considered for Principal
positions.
The first step in the process of hiring a BPSC Principal is a thorough review of all
informational materials (C.V., References, etc…) The emphasis here is on experience in a
project-based learning environment, and other collaborative settings in the “real world”.
Next, an interview with the network’s Chief Education Officer, Dr. Elliot Washor. As a
third step, the candidate spends a half-day shadowing a current Big Picture Principal and
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participates in at least one coaching session with a staff member, and has a debriefing
session with that Principal. Finally, the candidate has an interview with Dr. Washor and
representatives of BPSC’s primary stakeholder groups (parent, student, instructor,
community leader), and if approved by the Board, may then be offered a contract.
The steps for hiring an Assistant Principal are similar but briefer. The most important
difference is that the hiring is done by the school’s Principal, not by BPSC’s executive
management. Assistant Principals must meet the qualifications listed above and must
show the ability to lead professional development, write effectively and coach teachers.
During its teacher selection process, FTA will do the following:
 Research and establish job qualifications, including a list of position-specific
criteria to be given to qualified applicants
 Announce opening(s)
 Recruit applicant(s) from a broad pool of applicants
 Request an application, resume, references, records of experiences, credentials,
licenses, etc.
 Give all teaching candidates a standard interview that measures teaching aptitude
in an urban setting
 Arrange that qualifying candidates teach a demonstration session that involves
students as co-creators and be interviewed at the school site by stakeholders.
 Verify previous employment and check references of interviewed candidate(s)
The Principal is responsible for the ultimate hiring decision and for yearly review.
FTA, during its classified staff selection process, will do the following:
 Research and establish job qualifications, including a list of position-specific
criteria to be given to qualified applicants
 Announce opening(s)
 Recruit applicant(s) from a broad pool of applicants
 Request an application, resume, references, records of experiences, credentials,
licenses, etc.
 Verify previous employment and check references of qualifying candidate(s)
 Stage and interview with representatives of all stakeholder groups.
The Principal is responsible for the ultimate hiring decision and for yearly review.
Staff Measures of Assessment for Performance and General Compensation
Principal
Performance Measures
 Ability to activate entire learning
community in support of student
achievement
 Ability to balance the budget and
attract appropriate resources to the
Salaries and Benefits
 Starting at $110,000
 Standard benefits, available to all
full-time (30 hours/week or more)
employees: full medical, dental,
vision, life and disability insurance,
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Teachers
school
 Ability to achieve educational
outcomes
 Ability to complete all required job
duties
All teachers will be evaluated according
to the California Standards for the
Teaching Profession (CSTP). The
evaluation system is based on the
following standards:
 Standard 1: Engaging & Supporting
Students in Learning
 Standard 2: Creating & Maintaining
Effective Environments for Student
Learning
 Standard 3: Understanding and
Organizing Subject Matter for
Student Learning
 Standard 4: Planning Instruction &
Designing Learning Experiences for
All Students
 Standard 5: Assessing Student
Learning
 Standard 6: Developing as a
Professional Educator
retirement savings plans


$47,000 - $80,000
Standard benefits (see above)
Assistant
Principal
 Ability to achieve educational outcomes
(see “Measurable Pupil Outcomes”) as
well as achieve parent/community
involvement
 Ability to complete required job duties


Starting at $95,000
Standard benefits
Counselor
All counselors will be evaluated using a
process of FTA-reflection and appraisal of
performance based on the National
Association for College Admission
Counseling competencies. These
competencies include:
 Competency 1: The Possession
and Demonstration of Exemplary
Counseling and Communication
Skills
 Competency 2: The Ability to
Understand and Promote Student
Development and Achievement


$50,000 - $80,000
Standard benefits
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
Office
Manager
Parent
Coordinator
Campus
Security
Guard
Instructional Aide

Competency 3: The Ability to
Facilitate Transitions and Counsel
Students Toward the Realization
of their Full Educational Potential
 Competency 4: The Ability to
Recognize, Appreciate, and Serve
Cultural Differences and the
Special Needs of Students and
Families
 Competency 5: The Demonstration
of Appropriate Ethical Behavior
and Professional Conduct in the
Fulfillment of Roles and
Responsibilities
 Competency 6: The Ability to
Develop, Collect, Analyze and
Interpret Data
 Competency 7: The Demonstration
of Advocacy and Leadership in
Advancing the Concerns of
Students
 Competency 8: The Ability to
Organize and Integrate the Precollege Guidance and Counseling
Component into the Total School
Guidance Program
Evaluations will be based upon
adequate completion of assigned job
duties achievement and regular,
punctual attendance as determined by
the administration.
 Adequate completion of assigned job
duties
 Regular, punctual attendance
 Adequate completion of assigned job
duties
 Regular, punctual attendance
 Adequate completion of assigned job
duties
 Regular, punctual attendance


Starting at $18/ hour
Standard benefits


Starting at $12/hour
Standard benefits


Starting at $10/hour
Standard benefits


Starting at $12/hour S
Standard benefits
Performance will be acknowledged, rewarded and replicated if possible. When
performance is fair or poor, instructional support will be provided to ensure stronger
student success. If teachers are consistently underperforming, they can be let go for just
Big Picture Film & Theater Arts Charter High School Charter Petition
74
cause. BPSC and its schools operate on a yearly contractual basis so that each teacher is
evaluated annually. Teacher evaluations occur throughout the school year by both the
administrator through the teacher evaluation system and by fellow teachers. BPSC will
also monitor credentials in accordance with NCLB and will adhere to NCLB’s definition
of “highly qualified”. Teachers have the right to appeal any evaluation to BPSC
management and ultimately to the BPSC Board of Directors.
Procedure to be Used for Adequate Background Checks
FTA shall comply with the provisions and procedures of Education Code 44237,
including the requirement that as a condition of employment each new employee must
submit two sets of fingerprints to the California Department of Justice for the purpose of
obtaining a criminal record summary. No employee shall be permitted to commence
work at FTA until clearance has been obtained from the Department of Justice. Records
of student immunizations shall be maintained, and staff shall follow requirements for
periodic TB tests using the Mantoux tuberculosis test. Policies and procedures shall be
adopted for issues such as fires, earthquakes, compliance with health and safety laws and
other emergency responses.
All faculty and staff will undergo a criminal background check and fingerprinting to be
conducted by the local police department or an outside vendor, as well as a child abuse
registry check. The applicants will be required to provide a full disclosure statement
regarding prior criminal records. All staff will be required to produce documents for U.S.
employment authorization, and to follow all mandated child abuse reporting laws.
Anti-discrimination Statement
FTA shall not discriminate against any potential employee on the basis of ethnicity,
national origin, gender, sex, religion, race or disability.
No Child Left Behind
FTA agrees to comply with the provisions of No Child Left Behind as they apply to
highly-qualified certificated personnel and paraprofessional employees of charter
schools. Credentials will be monitored by BPSC.
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ELEMENT 6: HEALTH AND SAFETY OF PUPILS
CA Education Code 47605 (b) (5) (F)
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 Section 44237.
FTA shall adopt and implement a comprehensive set of health, safety and risk
management policies that will address, at a minimum, the following:






Policies and procedures for responses to disasters and emergencies including fires
and earthquakes;
Policies relating to blood-borne pathogens;
A policy requiring that instructional and administrative staff receive training in
emergency response, including first aid, first responder training or its equivalent;
Compliance with all health and safety laws and regulations that apply to noncharter public schools, including those regarding auxiliary services (food services,
transportation, custodial services, hazardous materials, etc.) and those required by
CAL.OSHA, the California Health and Safety Code, and EPA;
Policies relating to the administration of prescription drugs and other medicines;
and
A policy establishing FTA as a drug, alcohol and tobacco free workplace. The
policy will adhere to Title IV of the Safe and Drug-Free Schools and
Communities Act to ensure that the campus is kept safe and are tobacco, drug,
and alcohol free.
BPSC will obtain property insurance coverage for its schools, which have been approved
by Los Angeles Unified School District and comply with Uniform Building Codes,
federal American With Disabilities Act (ADA) access requirements, Asbestos Hazard
Emergency Response Act (AHERA) regulations and any other applicable fire, health, and
structural safety requirements. Certificate of Occupancy and all other records will be
kept on file by the charter school in addition the certificate of occupancy will be provided
to the District at least 45 days prior to the date the school is scheduled to open. If FTA
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 FTA moves or expands to another facility during the term of this
charter, the school 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. FTA 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 (Element 16). An appropriate school safety plan will be developed as soon as the
arrangements for the school site facility are finalized. All BPSC schools are required to
have active safety plans on file as required by California Ed Code and staff will be
trained annually on the safety procedures outlined in the plan.
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FTA will hire its own contractors and the appropriate resources necessary in order to
perform the maintenance and operations functions required at its facility. Services by
outside contractors will cover items such as heating, ventilation, air-conditioning,
electric, life safety, remodel construction, pest management control, elevator repair and
maintenance, and other maintenance functions. FTA employees, or appropriately bonded
contracted entities, will assume janitorial services, lighting replacement, minor facility
repairs (dry wall, door locks, windows, etc), and other maintenance and operational
functions. Should BPSC be granted use of LAUSD facilities (under prop 39 or otherwise)
during the term of this petition, BPSC will enter into an operating agreement with
LAUSD detailing all maintenance and operations functions and responsibilities. FTA
will contract with external parties as well for services including pest control. While FTA
is not subject to the Healthy Schools Act of 2000, it is committed to the law’s intent. As
such FTA will implement practices to ensure that the least toxic pest management
practices should be the preferred method of managing pests at the school site.
The charter school will contract for food services (with the Los Angeles Unified School
District or another private foodservice provider) in a manner that assures the healthiest
possible alternatives for our students and staff at a cost in line with the school’s budget
considerations.
Security
FTA will likely hire a full-time security guard. The security guard will know the
students, the neighborhood, and the parents. Parents may also volunteer before and after
school and during lunch hours for security and ensuring campus safety for students.
Nursing
The office manager will be trained in basic techniques such as CPR and nursing for
minor issues. If there is any serious injury and/or illness, the appropriate local paramedic
or hospital will immediately be contacted. Even before the school’s opening, local health
care facilities will be contacted to create clear policies regarding such instances.
Mandatory screening of school employees
Each employee of the school shall furnish the school with a criminal record summary as
described in §44237. Ed. Code §47605 9b)(5)(F)
Insurance Requirements
No coverage will be provided to the FTA by the District under any of the District’s selfinsured programs or commercial insurance policies. FTA shall secure and maintain, as a
minimum, insurance as set forth below with insurance companies acceptable to the
District [A.M. Best A-, VII or better] to protect the school and BPSC from any claims
that may arise from its operations. FTA shall meet the below insurance requirements.
It shall be the FTA’s responsibility, not the District’s, to monitor its vendors, contractors,
partners or sponsors for compliance with the insurance requirements.
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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 Los Angeles Unified School
District and the Board of Education of the City of Los Angeles 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
FTA’s insurance primary despite any conflicting provisions in FTA’s policy.
Coverage shall be maintained with no FTA-Insured Retention above $15,000
without the prior written approval of the Office of Risk Management for the
LAUSD.
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 FTA 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 FTA to cover all FTA 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 FTA-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.
Coverages 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 Los Angeles Unified School District and the Board of Education of
the City of Los Angeles 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 FTA's insurance primary despite any conflicting provisions in
FTA's policy.
Evidence of Insurance
FTA shall furnish to the District’s Office of Risk Management and Insurance Services
located at 333 S. Beaudry Ave, 28th Floor, Los Angeles CA 90017 within 30 days of all
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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 Insurance Services. However, the District reserves the right to require
certified copies of any required insurance policies.
Should FTA 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 FTA.
Additionally, FTA 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.
Hold Harmless/Indemnification Provision
To the fullest extent permitted by law, FTA does hereby agree, at its own expense, to
indemnify, defend and hold harmless the LAUSD 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. FTA further agrees to the fullest extent permitted by law, at its
own expense, to indemnify, defend, and hold harmless the LAUSD 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 FTA, and its officers, directors, employees or volunteers. Moreover, FTA
agrees to indemnify and hold harmless the District for any contractual liability resulting
from third party contracts with its vendors, contractors, partners or sponsors.”
Asbestos Management
FTA shall occupy facilities that comply with the asbestos requirement as cited in the
Asbestos Hazard Emergency Response Act (AHERA), 40CFR part 763. AHERA
requires that any building leased or acquired that is to be used as a school or
administrative building shall maintain an asbestos management plan.
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ELEMENT 7: RACIAL AND ETHNIC BALANCE
CA Education Code 47605 (b) (5) (G)
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.
Every effort will continue to be made to reach out to the students and families in our
attendance areas during recruitment as well as all segments of the community that are
reflective of Los Angeles Unified School District. We expect to hold at least three
informational meetings during winter and spring of 2010, where we will share
information about FTA and our alternative setting for families and their children, how the
application process will work and the random public lottery which would be held if the
applications exceed capacity.
While open to all students, FTA will make an exhaustive effort to recruit students whose
home attendance area school is either Jefferson, Fremont, Manual Arts, or Santee high
schools. The community-based recruiting effort will include (1) direct middle school
recruiting—FTA hopes to make classroom presentations at the public feeder schools and
private schools that serve the attendance area; (2) mailings—FTA intends to send out a
flyers to area families informing them of the option to apply; (3) open house meetings—
FTA will host numerous open houses throughout the recruiting period to inform parents
about the school; (4) community partnerships—FTA will work with community leaders
to “get the word out” about the school; and (5) direct advertising—FTA may advertise in
local media, including Spanish-language newspapers (La Opinion, Hoy and
Classificados), neighborhood newspapers, church bulletins and the like. All information,
collateral, meetings, and communications will be made in English and Spanish and any
other language FTA deems appropriate based on the current demographics of the
community. We believe these outreach efforts will attain a racial and ethnic balance at
FTA reflective of the surrounding community and LAUSD.
FTA shall maintain an accurate accounting of the ethnic and racial balance of students
enrolled in the school, along with documentation of the efforts the school has made to
achieve racial and ethnic balance in accordance with the charter petition and standards of
charter legislation. FTA will use the PowerSchool software program to track
demographic information on each individual student.
Federal Compliance
To the extent that FTA is a recipient of federal funds, including federal Title I, Part A
funds, FTA has agreed to meet all of the programmatic, fiscal and other regulatory
requirements of the No Child Left Behind Act and other applicable federal grant
programs. FTA 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
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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:
 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 school-parent 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.
FTA 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.
Court-ordered Integration
FTA is subject to the requirements of the Crawford Court Order. FTA will provide a
written plan to achieve and maintain the District’s ethnic balance goal which is within a
70:30 or 30:70 ratio.
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CA Education Code 47605 (b) (5) (H)
Admission requirements, if any.
FTA will admit all pupils who wish to attend the school as per Education Code section
47605 (d)(2)(a). If the number of pupils who wish to attend our school exceeds capacity,
enrollment shall be determined by a random public lottery. Preference shall be given to
students with Founding Family status, those with siblings already in FTA (after year
one), students of other area BPSC and BPL schools or children of FTA employees.
Further preference may also be provided to those students living within the
abovementioned attendance areas.
It is the policy of FTA to be nonsectarian in its programs, curriculum, admission policies,
employment practices, and all other operations. It shall not charge tuition, and shall not
discriminate against any pupil on the basis of ethnicity, national origin, gender, sex,
religion, race or disability.
FTA is committed to serving all students, including academically low-achieving,
economically disadvantaged students. As with other BPSC, FTA tailors its student
recruiting efforts and student enrollment processes to attract all students, including those
classified as “low-achieving” and “economically disadvantaged.” All of the methods
outlined in Element 7 are reflective of this mission. Specific activities that will be
employed by FTA include: use of English and Spanish collateral; extensive grassroots
marketing; simple, easy to use and easy to understand forms and brochures; removal of
any language/messaging that may traditionally deter underserved student populations.
As per California Education Code, FTA will determine enrollment based on a random
public lottery should the number of pupils who wish to attend our school exceed capacity.
At the lottery, a presentation will be made in English and Spanish to all interested parties
about the lottery process and rules. Collateral will also be given to each interested party.
Each family showing interest will be sent/asked to complete a short application form.
Should we receive more than 60 applications before the deadline, a random lottery will
be held. Each applicant’s name will be assigned a number. Each number will be put on a
card. Each card will be equal in size and shape. The card will then be put into a
container or lottery device that will randomly mix all cards. A random drawing will
occur, and the first 60 numbers chosen are accepted to the school. Once the student list
has been set, a waiting list will be developed for those students still wishing to enroll
should space become available. Waitlist ranking will be assigned in the order selected.
Two separate observers will collect lottery cards and enter into an electronic database the
results. The database will be doubled checked to the physical cards to ensure accuracy.
The database will be made public as soon as practically possible, both online and posted
in public locations. Results will also be mailed to all applicants. Follow up phone calls
will also be made. All lottery cards and databases will be kept on file by the school or
BPSC. During the school year if vacancies should arise, the school will pull from the
wait list.
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FTA anticipates that the open enrollment period will occur during the spring of 2010 with
the lottery taking place (if necessary), no later than June 30th. The lottery will be held in
a large community center, church, auditorium, or any public venue capable of seating all
applicants comfortably. The lottery will take place on a weekday evening or weekend
morning to ensure all interested parties will be able to attend.
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ELEMENT 9: ANNUAL AUDIT
CA Education Code 47605 (b) (5) (I)
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.
BPSC management shall annually oversee the selection of a reputable independent
auditor with education finance experience and the completion of an annual audit of
FTA’s financial books and records, including attendance. This audit will be conducted in
accordance with the applicable Generally Accepted Accounting Principles, and will
verify the accuracy of BPSC’s and FTA’s financial statements (including their Balance
Sheets, Income Statements and Cash Flow Statements), attendance and enrollment
accounting practices, and review internal controls. To the extent required by law, the
scope of this audit will be expanded to include any relevant items or processes identified
by the Office Management and Budget. The school’s plan for providing information is to
gather, prepare, and organize documents, materials, and other information as requested
by the independent auditor.
It is anticipated that annual audits will be completed within four months of the close of
each school year, and a copy of the auditor's findings will then be forwarded to Los
Angeles Unified School District. All financial statements will be submitted to LAUSD
within 4 months following the close of the fiscal year. The Audit Committee, which is
made up of FTA Management, BPSC Board members and a representative from the
ExEd Charter School Management ("ExEd") will review any audit exceptions or
deficiencies and report recommendations to BPSC's full Board as to how these have
been, or will be, resolved. FTA will act upon these recommendations, and report its
actions to Los Angeles Unified School District. Exceptions and deficiencies will be
resolved to the satisfaction of the Los Angeles Unified School District Board of Trustees
and its staff.
Consistent with AB 1994, FTA will provide an annual financial report to LAUSD in a
format developed by the Superintendent of Public Instruction. FTA will submit its
annual audit to the State Controller, COE, CDE and LAUSD.
Administrative/business operations will be performed by BPSC’s home office, with
substantial support and assistance from ExEd. ExEd provides the following services,
plans and systems to its ten schools and will provide similar services to FTA:
1)
2)
3)
4)
5)
all budget preparation
application for revolving loan
setup of fiscal control policies and procedures
setup and assistance for administration of human resources – including payroll
interface when necessary with district, county, and state in matters relating to
fiscal affairs, reporting, audits, accountability
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6)
7)
8)
9)
attendance accounting and reporting controls
all accounting services – including establishing chart or accounts (SACS)
setup of banking relationships
*preparation for annual audit
Additional services provided by BPSC’s home office are detailed later in the charter.
District Oversight Costs
The District may charge for the actual costs of supervisorial oversight of the Charter
School not to exceed 1% of the charter school’s revenue, or the District may charge for
the actual costs of supervisorial oversight of the Charter School not to exceed 3% if the
Charter School is able to obtain substantially rent free facilities from the District.
Notwithstanding the foregoing, the District may charge the maximum supervisorial
oversight fee allow under the law as it may change from time to time.
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ELEMENT 10: STUDENT DISCIPLINE
CA Education Code 47605 (b) (5) (J)
The procedures by which pupils can be suspended or expelled.
Students shall not be suspended or expelled for academic failure. Students shall only be
suspended or expelled for actions for which they could be suspended or expelled from the
school district, as defined by Education Code Sections 48900 to 48926.
Progression of Disciplinary Procedures
Teachers are responsible for the day-to-day discipline in their classrooms within the
understanding that teachers have many different roles beyond just disciplinarian. Teachers
work with their students to meet their individual needs of their students and work together
to find a common ground in the classroom, to ensure that learning can take place.
Disciplinary options available to the teachers include: warning, detention, parent-teacher
communication, counseling referral, written assignment, and discipline referral to the
Principal.
1. Teacher Detention
Prior to suspensions and expulsions, students may receive any or all of the following:
warnings, detentions, phone calls home, parent conferences, a behavior contract.
Any FTA teacher may assign a teacher’s detention to a student.
Offenses That May Result in a Teacher’s Detention
As a general rule teachers assign a Teacher Detention for minor classroom misconduct such
as: chewing gum, passing notes, making noises, minor inappropriate conflicts with others,
or cheating. Repeated violations by individuals will be referred to the Principal. When
there is a serious violation of the rules, the student will be referred to the Principal. A
serious violation may include any violation listen in Education Code Section 48900.
2. Administrative Detention
These detentions are typically held after school. During the detention period, students are
to sit quietly. No activity such as listening to music, sleeping, etc. is permitted. This
detention is served after school and may consist of working on an existing assignment,
working on a reflection specifically linked to the events causing the student’s presence in
detention, or assisting with cleaning of the campus. School events, activities or athletics are
not valid reasons for missing a detention.
After a student is given a school detention, the student’s parent/guardian may be notified by
telephone. FTA will use a progressive discipline system defined in their handbook to
intervene in student behavior.
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A serious offense may include any violation in Education Code Section 48900. Serious
offenses will be handled on an individual basis. For these, it is not necessary to follow the
above procedures. Contact with parent/guardian will be made immediately.
3. Suspension
Suspension is intended to remove the student from peers and the class environment. This
separation provides the student time to reflect on his or her behavior and a possible pattern
of behavior that will be more positive.
A student serving on campus suspension reports to school at the regular time in full
uniform. Each teacher will give the student written assignments that he or she must
complete under the direct supervision of the Principal or designee. The student will not
attend any classes or go out for break. The student will eat lunch in the assigned room.
Whether suspension occurs in school or out, the maximum number of consecutive days a
student may be suspended is five based on Ed Code.
Suspension Offenses
A student may be suspended for any of the following acts:
 Theft, destruction, or defacement of school or personal property during school
hours or during school-sponsored events. Parents will be held financially
responsible.
 Defiance, disrespect, or abuse of school authority
 Harassment
 Hazing
 Fighting
 Profanity or vulgarity in word or gesture
 Narcotics possession or use (marijuana, dangerous drugs, or other harmful
substances)
 Smoking or possessing tobacco products on campus or at school-sponsored events
 Being under the influence of, or possessing, alcohol or any controlled substance at
school or any school-sponsored event
 Writing on, tagging, or defacing school property
 Any infraction not listed but included under Education Code sections 48900 to
48926 and considered sufficiently serious by the Principal
4. Student Discipline Board
The FTA Discipline Review Board (“DRB”) is an advisory committee to the Principal and
is comprised of administrator(s) and teachers. Members of the Board may be nominated,
elected, or appointed teachers. The Principal convenes the board when needed, is Chair,
and is a non-voting member. It is the responsibility of the Principal to have available all
pertinent materials for each gathering.
The DRB convenes when a student commits a serious violation of the discipline code or
has broken the terms of his or her particular Contract (Attendance/Academic, Personal, and
Disciplinary Probation). The Board recommends to the Principal its conclusion(s). It may
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recommend disciplinary action, terms of probation, suspension duration, and/or withdrawal
from the school or expulsion. At least one parent/guardian and the student must be present.
The Principal may meet with the DRB for advice and to review and evaluate the discipline
code and, if necessary, to submit any recommendations to BPSC’s Discipline Review Panel
for expulsion. Any recommendation of expulsion may be approved by BPSC’s Discipline
Review Panel only. The BPSC discipline review panel consists of staff and/or Board
Members who are not part of the immediate FTA community.
5. Expulsion – Dismissal from School
A student may be dismissed from FTA for any of the following major violations or for
repeating any violation listed under suspension. Length of expulsion is determined by the
Discipline Board and at the time of the act in question. It is a federal mandate that a
school expel, for a period of not less than one year (except on a case-by-case basis), any
student who is determined to have brought a firearm to school (E.C. 48915 (c) (1) ):
 Brandishing a knife at another person, or possession or use of any weapons or
firearms on school premises or at school sponsored events (E.C. 48915 (c) (2) )
 Possession of an explosive (as defined in section 921 of Title 18 of the U.S. Code)
(E.C. 48915 (c) (5) )
 Unlawfully selling a controlled substance including providing or selling narcotics
of any kind (immediate expulsion) (E.C. 48915 (c) (3) )
 Inflicting or causing bodily harm to any person on campus
 Committing or attempting to commit a sexual assault or committing a sexual
battery (Section 48900[n])
 Assault or battery, or any threat of force or violence directed toward anyone
 Fighting (discretionary)
 Theft of, tampering with, or unauthorized handling of a teacher’s grade book,
textbook, handbook, keys, briefcase, or other personal items
 Tampering with fire alarms or extinguishers
 Any infraction included under Education Code sections 48900 to 48926 and
considered sufficiently serious by the Principal (multiple suspensions, consistent
defiance, etc.)
A student may not be suspended or expelled for any misconduct unless that act is related
to school activity or school attendance occurring within a school under the jurisdiction of
the superintendent or occurring within any other school district and that act occurs at any
time, including, but not limited to 1) while on school grounds, 2) while going to or
coming form school, 3) during the lunch period whether on or off the campus, or during
or while going to or coming form a school-sponsored activity.
Suspension and expulsion appeal processes are the same. The administrator of the school
recommends expulsion or suspension. Through the process, students may bring witnesses
or evidence and provide written responses if they so choose. It is the DRB that ultimately
makes a ruling on whether or not a student should be suspended. The DRB makes
recommendations for student expulsions; however, it is the BPSC discipline review panel
that makes the ultimate decision in all expulsion cases. Parents are well informed about
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how and why the decision was reached. BPSC management will consider the same facts
and evidence that the DRB considered in making its decision.
Parents and students have due process rights with regards to suspensions and expulsions.
Parents are immediately notified about suspensions or expulsion proceedings.
Notification includes a written notice outlining the student’s violations and the
suspension or expulsion process. In the case of expulsions, a hearing with the principal is
held as soon as can be practically scheduled whereby the parent/guardian, student and a
representative (if the parent/guardian so chooses) may be present. The hearing may also
include the DRB and the BPSC review panel. Parents are notified in writing of the final
determination of the expulsion. Parents have the right to appeal expulsions and
suspensions to BPSC’s management and eventually to the organization’s Board of
Directors. A parent must submit an appeal within 30 days of being informed of the
expulsion or suspension to BPSC, at which time BPSC Management, similar in principle
to LAUSD’s district office, will meet with the Principal, the DRB, comprised of
administrator(s) and teachers, and potentially the student. If BPSC Management supports
the decision of FTA, that decision can be appealed to the BPSC Board of Directors, a
printed list of the board of directors is accessible and made public knowledge, similar in
principle to LAUSD’s board of education. Additionally, parents can appeal a suspension
or expulsion prior to the suspension or expulsion by immediately informing the Principal
of their desire to appeal the suspension or expulsion. A meeting will occur as soon as
practically possible between the principal, the parent and the appropriate representatives
from BPSC. The suspension or expulsion will not occur until the appeal has been heard
and ruled upon by the appropriate representatives of BPSC. If for some reason BPSC
Management believes a member of the committee to be biased, that person will not
participate in that particular appeal hearing. Instead, a member of the community or a
parent will be appointed to the committee.
FTA will collect suspension and expulsion data, which will be available for District
review.
Students who are suspended and are waiting to see if they will be expelled will be
provided a home teacher who meets the with the school’s principal to monitor student
work. If the student is expelled, FTA will advise parents to call the LAUSD Student
Discipline Proceedings Office if they want their child to attend an LAUSD school.
Students expelled from one district cannot attend any other school or school district
during the term of their expulsion until they have complied with State law (E.C. 48915.1
and 48915.2)
If a student is expelled or leaves FTA without graduating or completing the school year
for any reason, FTA shall notify the superintendent of the school district of the student’s
last known address within 30 days, and shall, upon request, provide that school district
with a copy of the cumulative record of the student, including a transcript of grades or
report card, and health information.
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In the case of a special education student, or a student who receives 504
accommodations, BPSC will ensure that is makes the necessary adjustments as necessary
to comply with the mandates of state and federal laws, including the IDEA and Section
504 of the Rehabilitation Plan of 1973. Prior to recommending expulsion for a Section
504 student or special education student, the FTA administrator 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 was 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
and 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 student’s IEP, the student may be expelled.
Rehabilitation plans
Pupils who are expelled from FTA shall be given a rehabilitation plan upon expulsion as
developed by FTA’s governance council at the time of the expulsion order which may
include, but is not limited to, periodic review as well as assessment at the time of review
for readmission. The rehabilitation plan should include a date not later than one year
from the date of expulsion when the pupil may reapply to FTA for readmission. The
amount of time is determined by the Discipline Board and will be adhered to.
Readmission
The decision to readmit a pupil or to admit a previously expelled pupil from another
school district or charter school shall be in the sole discretion of FTA's governance and
the pupil and guardian or representative, to determine whether the pupil has successfully
completed the rehabilitation plan and to determine whether the pupil poses a threat to
others or will be disruptive to the school environment. The pupil's readmission is also
contingent upon the capacity of FTA at the time the pupil seeks readmission.
Additional information about the student discipline policy at FTA can be found in the
Parent – Student Handbook which has been included in the Appendix of this Charter.
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ELEMENT 11: RETIREMENT SYSTEM
CA Education Code 47605 (b) (5) (K)
The manner by which staff members of the charter schools will be covered by the State
Teachers' Retirement System, the Public Employees' Retirement System, or federal
Social Security.
All full-time certificated employees who are eligible will participate in the State Teachers
Retirement System (STRS). Employees will contribute the required percentage, and
WISH will contribute the employer’s portion required by STRS. All withholdings from
employees and the charter school will be forwarded to the STRS Fund as required. WISH
will submit all retirement data through LACOE and will comply with all policies and
procedures for payroll reporting. Employees will accumulate service credit years in the
same manner as all other members of STRS. Social Security payments will be
contributed for all qualifying non-STRS members. The BPSC Board of Directors retains
the option to consider any other public or private retirement plans and to coordinate such
participation with existing programs, as it deems appropriate. All full-time classified
employees who are eligible will be covered by a 403b retirement plan. All full-time
eligible employees will be covered by the Federal Social Security program. The
Principal will be responsible for ensuring that appropriate arrangements for the retirement
coverage have been made.
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ELEMENT 12: STUDENT ATTENDANCE
CA Education Code 47605 (b) (5) (L)
The public school attendance for pupils residing within the school district who choose
not to attend charter schools.
Pupils who choose not to attend FTA may attend the existing high schools in LAUSD
that serve their attendance zone, including any new LAUSD high schools that are built
within their attendance zone, or pursue an inter-district transfer in accordance with
existing enrollment and transfer policies of Los Angeles Unified School District.
Annually, FTA will inform parents in writing about the transferability and eligibility of
courses to other public schools. In addition, this information will be part of the parent
orientation meeting for all new students.
The following information will be updated once a permanent facility is located for FTA:












FTA’s address is: 3801 South Broadway, Los Angeles, 90037
FTA’s phone number is: (213) 748-8830
FTA’s contact person is: Steve Bachrach, lead petitioner
The number of rooms at FTA is: 8
The grade configuration is 9 -12.
The numAber of students in the first year will be 184.
The grade level(s) of the students the first year will be 9th--12th grade.
FTA’s opening date is July 2010.
The admission requirements include (see Element 8)
[The operational capacity will be 180 students in year 1, 236 students in year 2, 284
students in year 3, 332 students in year 4, and 380 students in year 5. Future growth
is expected reach an eventual population of 540 students in a cluster of three small
schools.
The instructional calendar will be (see attachment in Element 1)
The bell schedule for the charter school will be (see Element 1):
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ELEMENT 13: RETURN RIGHTS OF EMPLOYEES
CA Education Code 47605 (b) (5) (M)
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.
The following is the description of the rights of any employees of the school district upon
leaving the employment of the school district to work at FTA, and of the rights of return
to the school district after employment at FTA as required by Education Code section
47605(b)(5)(M):
A) Any rights upon leaving the employment of a local education agency to work at
FTA that the local education agency may specify.
B) Any rights of return to employment in a local education agency after employment
in FTA as the local education agency may specify.
C) Any other rights upon leaving employment to work at FTA and any rights to
return to a previous employer after working in FTA that the Los Angeles Board of
Trustees determines to be reasonable and not in conflict with any provisions of
law that apply to FTA or to the employer from which the employee comes to FTA
or to which the employee returns from FTA.
D) For employees who are on leave from LAUSD to serve at FTA, FTA will abide
by the agreements with applicable certificated and classified bargaining unit
representatives regarding such leave. Classified employees not represented by a
bargaining unit shall be subject to Personnel Commission rules pertaining to
charter school leaves. FTA will follow the provisions outlined in the
UTLA/District Bargaining Agreement, Article XII, Section 17.0 Personal Leave
(Unpaid), for certificated employees. In accordance with this agreement, District
employees in permanent status who wish to work at FTA shall be granted an
unpaid leave for a period not to exceed two semesters. The employee on leave
may not return to LAUSD prior to the end of the year’s leave unless selected at a
school site. This is subject to change per changes in the collective bargaining
agreement
FTA employees are employees of BPSC. In the event FTA or BPSC ceases, or in the
event FTA employees seek employment in the district or county, they are considered free
to do so.
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 RESOLUTION
CA Education Code 47605 (b) (5) (N)
The procedures to be followed by the charter school and the entity granting the charter
to resolve disputes relating to the provisions of the charter.
Any controversy, claim, or dispute arising out of or relating to the charter agreement shall
be handled first through an informal process in accordance with the procedures set forth
below.
1. Any controversy, claim, or dispute arising out of or relating to the charter agreement,
or the breach thereof, must be submitted in writing (“Written Notification”). The
Written Notification must identify the nature of the dispute. The Written Notification
may be tendered by personal delivery, by facsimile, or by certified mail. The Written
Notification shall be deemed received (a) if personally delivered, upon date of
delivery to the address of the person to receive such notice if delivered by 5:00 PM,
or otherwise on the business day following personal delivery; (b) if by facsimile,
upon electronic confirmation of receipt; or (c) if by mail, two (2) business days after
deposit in the US Mail.
To FTA or BPSC: Film & Theater Arts Charter High School, Attn: Steve Bachrach,
3801 South Broadway, Los Angeles, 90037
To Director of Charter Schools: Director of Charter Schools, Los Angeles Unified
School District, 333 South Beaudry Avenue, 16th Floor, Los Angeles, CA 90017
2. A written response shall be tendered to the other party within twenty (20) business
days from the date of receipt of the Written Notification. The parties agree to
schedule a conference to discuss and resolve the controversy, claim, or dispute at
issue (“Issue Conference”). The Issue Conference shall take place within fifteen (15)
business days from the date the Written Response is received from the other party.
The Written Response may be tendered by personal delivery, by facsimile, or by
certified mail. The Written Response shall be deemed received (a) if personally
delivered, upon date of delivery to the address of the person to receive such notice if
delivered by 5:00 PM, or otherwise on the business day following personal delivery;
(b) if by facsimile, upon electronic confirmation of receipt; or (c) if by mail, two (2)
business days after deposit in the US Mail.
3. If the controversy, claim, or dispute cannot be resolved by mutual agreement at the
Issue Conference, then either party may request that the matter be resolved by
mediation. Each party shall bear its own costs and expenses associated with the
mediation. The mediator’s fees and the administrative fees of the mediation shall be
shared equally among the parties. Mediation proceedings shall commence within 120
days from the date of the Issues Conference. The parties shall mutually agree upon
the selection of a mediator to resolve the controversy or claim at dispute. The
mediator may be selected from the approved list of mediators prepared by the
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American Arbitration Association. Mediation proceedings must be administered in
accordance with the mediation rules or guidelines of the American Arbitration
Association.
4. If mediation is not successful, then the parties agree to settle the controversy, claim,
or dispute by arbitration conducted by a single arbitrator in accordance with the rules
or guidelines of the American Arbitration Association. The arbitrator must be an
active member of the California State Bar or a retired judge of the state or federal
judiciary of California. Each party shall bear its own costs and expenses associated
with the arbitration. The arbitrator’s fees and the administrative fees of the arbitration
shall be shared equally among the parties.
5. Any party who fails or refuses to submit to arbitration shall bear all costs and
expenses incurred by such other party in compelling arbitration of any controversy,
claim, or dispute.
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ELEMENT 15: COLLECTIVE BARGAINING
CA Education Code 47605 (b) (5) (O)
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 4 of Title 1 of the Government Code.
Employees of FTA will have full collective bargaining rights, as defined by the
Educational Employees Relations Act (EERA). For the purposes of EERA, BPSC
(representing FTA) is the exclusive public school employer.
Employees have not organized at BPSC’s other school, but have the right to, if they so
wish.
Employee Compensation, Work Year and Hours of Employment
Salaries have been developed by analyzing the average salaries in comparable school
districts for comparable employees. BPSC’s salaries typically fall within the comparable
range. Full-time employees are typically expected to work 192 days annually (including
9 non-instructional days devoted to professional development) and are given one sick day
each month.
Dispute Resolution Process
A Dispute resolution committee will be created during summer preparations for the
school’s initial instructional year, consisting of the Principal and Assistant Principal, two
members of the faculty, and a representative of the classified staff.
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ELEMENT 16: PROCEDURES FOR SCHOOL CLOSURE
Revocation
The District may revoke FTA’s charter if FTA commits a breach of any terms of its
charter. Further, the District may revoke the charter if FTA 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 FTA on any of the following
grounds:




FTA committed a material violation of any of the conditions, standards, or
procedures set forth in the charter.
FTA failed to meet or pursue any of the pupil outcomes identified in the charter.
FTA failed to meet generally accepted accounting principles, or engaged in fiscal
mismanagement.
FTA violated any provisions of law.
Prior to revocation, and in accordance with Cal. Educ. Code section 47607(d), the
District will notify the FTA in writing of the specific violation, and give FTA 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, revocation proceedings are
not subject to the dispute resolution clause set forth in this charter.
Charter Renewal
FTA must submit its renewal petition to the District’s Charter Schools Division no earlier
than September of the year before the charter expires.
Closure Procedures
The following are closing procedures that abide by Cal. Educ. Code §47605(b)(5)(P),
should the school close for any reason. The decision to close FTA either by the BPSC
governing Board or by the LAUSD 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 LAUSD Board of
Education; the BPSC board votes to close the school; or the charter lapses. In the event
of such a Closure Action, the following steps are to be implemented:
1. Written notification to parents/guardians/caregivers of the enrolled students of the
FTA will be issued by FTA 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 LAUSD 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.
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b. The process for transferring student records to the receiving schools shall be
in accordance with LAUSD 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 LAUSD 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 Los Angeles
County Office of Education of the Closure Action shall be made by FTA by
registered mail within 72 hours of the decision to Closure Action.
5. FTA shall allow LAUSD access, inspection and copying of all school records,
including financial and attendance records, upon written request by LAUSD.
6. A financial closeout audit of the school will be paid for by FTA 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 FTA will be the responsibility of the FTA, not
LAUSD. FTA understands and acknowledges that FTA will cover the outstanding
debts or liabilities of FTA. Any unused monies at the time of the audit will be
returned to the appropriate funding source. FTA 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.
7. For six calendar months from the Closure Action or until budget allows, whichever
comes first, sufficient staff as deemed appropriate by the FTA Board, will maintain
employment to take care of all necessary tasks and procedures required for a smooth
closing of the school and student transfers.
8. BPSC Board shall adopt a plan for wind-up of FTA and, if necessary, the corporation,
in accordance with the requirements of the Corporations Code.
9. In addition to a final audit, FTA will also submit any required year-end financial
reports to the California Department of Education and LAUSD, in the form and time
frame required.
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10. If FTA is, or is part of, a non-profit corporation and the corporation does not have any
functions other than operation of FTA, the corporation will be dissolved according to
its by-laws.
a. The corporation’s by-laws will address how assets are to be distributed at the
closure of the corporation.
b. A copy of the corporation’s by-laws containing the information on how assets
are to be distributed at the closure of the corporation shall be provided to
LAUSD 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 FTA’S right to operate as a charter
school or cause FTA to cease operation. FTA 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 FTA 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, restraining order, or order for specific
performance, and may be sought in any appropriate court.
Facilities
If FTA 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 FTA moves or expands to another facility during the
term of this charter, FTA 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. FTA 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 (Element 14).
If at all feasible, FTA closure will occur at the end of an academic year. The authorizing
chartering agency will send a notice of the school closure to the Charter Schools Unit at
the California Department of Education and to the Los Angeles County Office of
Education.
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PARENT / TEACHER SIGNATURES OF SUPPORT
CA Education Code 47605 (a) (1)
…A petition for the establishment of a charter school within any school district may be
circulated by any one or more persons seeking to establish the charter school. The
petition may be submitted to the governing board of the school district for review after
either of the following conditions are met:
(A)
The petition has been signed by a number of parents or guardians of pupils
that is equivalent to at least one-half of the number of pupils that the
charter school estimates will enroll in the school for its first year of
operation
(B)
The petition has been signed by a number of teachers that is equivalent to at
least one-half of the number of teachers that the charter school estimates
will be employed at the school during its first year of operation]
(See Attachment of Teacher and Parent Signatures)
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FINANCIAL PLAN
Historical Performance of BPL Schools
BPSC schools are sustained on public funds (Federal, State and Local) after their start-up
costs have been funded. Once they are in their third year, BPSC schools are expected to
be self-sustaining on the public dollar forever. The key factors that enable BPSC schools
to operate effectively on the public dollar are: a) high student attendance rates, b) lower
number of classified employees per student than a traditional district school, c) greater
utilization of all employees and d) low non-classroom based operating expenses due to
increased efficiencies.
FTA will follow a similar financial model in order to ensure that the school will be
financially sound and can provide a great education to the students it serves.
Additionally, as a charter school network, BPSC can access capital or use its built-up
reserves in order help FTA if it does run into any financial difficulty.
Start-up Funds and Budget
BPSC has been very successful at securing public and private funding to cover the costs
of opening its schools. It has already secured over $450,000 in state start-up grants. In
line with BPSC’s historical success in receiving the grants, FTA is expected to receive
one.
BPSC and BPL have also been very successful at fundraising from private foundations in
order to help support the growth of BPSC schools. BPSC and BPL have received
commitments of over $60 million from private foundations over its history. BPSC has
received an indication of a likely commitment from a funder to receive $200k for FTA
during its first two years of operation. This $200k is reflected in the current financial
projections. BPSC will continue to fundraise throughout the 2009-10 school year and
beyond, and is confident that it will be able to raise the funds necessary to support its
schools because of the success it has had to date.
BPSC will also arrange to give FTA access to multiple credit facilities (revolving lines of
credit through California Charter Schools Association and other lending institutions) as
well as BPSC’s corporate cash reserves to cover any cash flow issues that may arise
because of timing differences in which revenues are accrued versus collected.
Below is a copy of FTA’s Start-up Budget. All costs in the start-up budget are also
included in the detailed 5-year projections of this application.
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FTA START UP BUDGET YEAR 1 AND 2
11-12
BUDGET
Estimate
10-11
BUDGET
INCOME
8011-8096 · General Purpose Block Grant
8100-8290 · Other Federal Income
8300-8599 · Other State
Income
8600-8690 · Other IncomeLocal
8699-8699 ·
Grants/Fundraising
TOTAL INCOME
EXPENSE
1000 · Certificated Salaries
2000 · Classified Salaries
3000 · Employee Benefits
4000 · Student Supplies
5000 · Operating Services
6000 · Capital
Outlay
7000 · Other Outgo
TOTAL EXPENSES
NET INCOME
Big Picture Film & Theater Arts Charter High School Charter Petition
1,015,413
1,325,821
416,905
414,073
376,528
468,978
3,482
4,909
103,400
103,400
1,915,727
2,317,181
746,802
861,420
183,760
185,598
205,179
240,188
171,156
285,599
442,491
578,172
0
0
34,704
24,258
1,784,093
2,175,235
131,635
141,946
102
Financial Model
The operating budget for a full 9th – 12th grade BPSC high school serving 380 students is
approximately $3.6 million.
Key Assumptions – Revenue

Number of Students: FTA will open with grades 9 through 12 with 184 students, and
add two 9th grade advisories in each of the following four years. At full capacity, the
school will serve 380 students, with 95 in each grade level. No student attrition is
built into the model as the school will continue to enroll students throughout the
school year to ensure full enrollment.

State per Pupil Funds: Principal apportionment from the State of California makes
up approximately 74% of revenue in a school’s steady state. Schools are projected to
have an average daily attendance (ADA) of 95%. Although a 95% ADA is
comparatively high, BPSC believes that it will be achieved at FTA based on the fact
that BPL’s schools have achieved ADA’s of 95% and above. If the school is unable
to maintain a 95% ADA rate, it may slightly increase the number of students it
accepts in the school, if necessary, in order to ensure that it is financially sound.
Because FTA’s Student / Teacher ratio is very low, a slight increase in the size of the
student population will not have a material effect on the educational program. The
principal apportionment is projected at $5,809 per ADA, the current rate for FY 2010.

Special Education Entitlement: Based on the existing LAUSD rate, which is $498 per
student after encroachment.

Federal Revenue: Accounts for 3% of revenue and is made up mostly of Title 1
funds ($500 per eligible student) and federal lunch program reimbursement. 75% of
the students are projected to quality for free & reduced lunch, which is an estimated
rate for students coming from neighborhood schools.

Other State Revenues: Account for 11% of revenue and are made up primarily of the
State Block Grant ($399 per ADA) and State Lottery Income ($123 per ADA).

Local Revenue: Consists primarily of school site fundraising. FTA’s PTA will
participate in school site grant writing, candy drives, walkathons, etc., to raise funds
for the school. The amounts allocated in years 2-5 are very conservative amounts
compared to historical data at the other BPL schools with 2-5 years of historical data.
However, if for some reason the school cannot raise the allotted amount of money,
BPSC will use the money it raises to open new schools to supplement the income.
Key Assumptions - Expenses
 Personnel and Benefits: 63% of revenue in steady state (year 5 and beyond).
Average teacher’s salary is estimated at $60,000. By year 5, FTA is projected to
have 16 Teachers, 2 Administrators, 1 Counselor and up to 3 support staff. The
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number of classified employees is kept relatively low to enable FTA to have a low
student to teacher ratio without substantially increasing its budget.

Education and Student-Related Expenses: 9% of revenue in steady state. Includes
books and supplies, student activities and food, student transportation, employee
development, special education support and computers. These assumptions are in
line with the historical performances of other BPL schools.

Facilities and Facilities Related Expenses: 20% of revenue in steady state. Includes
lease, maintenance, utilities, operations, housekeeping and security. Facilities and
facilities-related expenses are the assumption with the greatest variability in the
financial model and fluctuate depending on purchased versus leased facilities, facility
location and condition of the facility. The financial model assumes that FTA is
opened in a facility where the lease is 20% of the school’s total revenue. The
assumptions made for utilities, maintenance, janitorial and security expenses are in
line with the historical performance at BPSC other school. FTA believes that these
estimates are very conservative and expects its facilities costs to be less as it is able to
access LAUSD property for its site.

School Operations and Other School-Related Costs: 2% of revenue in steady state.
Includes communications, insurance, equipment and other operational costs.

District Oversight Fee: A 1% fee paid to the chartering district. This fee would
increase to 3% if the district provided facilities.

Management Fee to BPSC: 5% of revenue is paid as a management fee to fund the
BPSC. BPSC management reserves the right to adjust the management fee as
necessary to ensure school sustainability.

Reserve for Economic Uncertainty: As required by Charter law, FTA will maintain a
reserve for economic uncertainty. 5% of expenditures will be kept in reserve
annually.
Model Sensitivities
FTA’s model is most sensitive to: a) the amount of the principal apportionment, b) the
average daily attendance percentage, c) certificated teacher salaries, and d) facilities
costs. Attached are FTA’s projected five - year income statement as well as its three-year
cash flow projections.
Miscellaneous
BPSC will work directly with school personnel to train and implement accounting
procedures and controls for the deposit of funds and handling of cash. Copies of BPSC’s
internal accounting processes, controls and guidance are available upon request.
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5-Year Income Statement Projections
See Attachment
3-Year Cash Flow Projections
See Attachment
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FACILITY PLAN
FTA has already secured a facility for the 2009-2010 school year, a converted warehouse
at 3801 South Broadway, in Los Angeles. This facility meets all city codes for Los
Angeles and was previously remodeled for use as a small charter school by Green Dot
Public Schools. Early in its first year of operation, BPSCA will begin looking for larger
sites in the area, as the school will begin growing the following year and will as such
“out-grow” the temporary site on Broadway. Parents have already been made aware of
this situation and their survey data is leading the search process for a larger permanent
site. BPSCA will work collaboratively with the LAUSD in order to fulfill its long term
facility needs. This collaboration will include discussions related to Prop. 39, state bonds
and/or bonds recently passed by LAUSD.
The school’s initial facility has been approved by Los Angeles Unified School District
and complies with Uniform Building Codes, federal American With Disabilities Act
(ADA) access requirements, Asbestos Hazard Emergency Response Act (AHERA)
regulations, and any other applicable fire, health, and structural safety requirements.
Certificate of Occupancy and all other records will be kept on file by the charter school.
BPSCA will also provide a copy of the Certificate of Occupancy to the District at least 45
days prior to the date the school is scheduled to open.
An appropriate safety plan will be developed prior to occupancy, and active safety plans
will continuously be updated and on file as required by California Ed Code.
Facility Needs
Over the long term, BPSCA anticipates needing approximately 40,000 square feet
building in order to house a complex of 3 small schools growing to house a total of 540
students. For the 2009-2010 school year, the school needs 10,000 square feet or enough
space for 8 classrooms, offices, some assembly space and adequate toilet facilities.
BPSCA will partner with local organizations to utilize space for recreational activities.
Location
As stated above, the school’s address for the 2010-2011 School Year will be 3801 South
Broadway, Los Angeles, CA 90037. BPSCA will obtain property insurance coverage for
the site immediately upon assuming control of the lease from Green Dot Public Schools.
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COURT-ORDERED INTEGRATION FUNDING
FTA is subject to the requirements of the Crawford Court Order. FTA will provide a
written plan to achieve and maintain the District’s ethnic balance goal, which is with a
70:30 or 30:70 ratio.
Plan
It is our goal to improve the opportunities the educational opportunities for economically
disadvantaged students. FTA plans to greatly exceed the existing efforts of neighboring
community schools in conducting outreach for potential students and achieving a
productive and culturally dynamic ethnic balance on-campus. As indicated in Element 7,
every effort will be made to reach out to all eighth graders in our attendance areas during
recruitment as well as all segments of the community that is reflective of Los Angeles
Unified School District. Our outreach will include flyers sent out to families of students
who live within the attendance areas of Manual Arts, Jefferson, Fremont, and Santee high
schools to ensure that all students in the area have an opportunity to attend our school.
Community members will be notified through community meetings, mailings, personal
phone calls and possibly newspaper advertisements. We expect to hold at least three
informational meetings during winter and spring of 2010.
1. FTA will provide to LAUSD all requested information using District forms,
including the ethnic survey. The Charter must provide LAUSD with a system that
can interface with the LAUSD Student Information System (SIS) for all enrolled
students to assist with compliance monitoring. After FTA submits the ethnic
survey information during the first year of operation, Budget Services, Financial
Planning Division and Office of Student Integration Services will use the
information listed below for compliance purposes:
 Norm Day Classification
 List of all highly qualified
Certificated Personnel in core
 Total School Enrollment
subjects as defined in No Child Left
 Number of Students by Grade Levels
Behind and State policy and
 Number of Students by Ethnicities
regulation ( affiliated Charters will
and Grade levels
indicate teachers funded by Court List of Register-Carrying Teachers
ordered Integration)
in Classrooms
 List of Emergency Credentialed
Teachers in non-core subjects.
 Unfilled Classroom Teacher
Positions
 Fiscal Year-End Financial Report
 Number of Students Living Outside
the LAUSD Attendance Area
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ATTENDANCE ACCOUNTING
Below are the attendance procedures to be followed by FTA. They are based on best
practices of charter school groups currently serving students in Los Angeles.
1. Attendance is taken every period of the day on Power School.
2. The office manager verifies attendance for the day and calls the parents/guardians
of each of the students marked absent. If she speaks with the parent/guardian, she
notes the reason for the absence. The person spoken to, time, and date are also
noted by the office manager.
3. The master attendance is maintained in the Power School program. This
calculates all enrolled students, daily ADA, weekly, and monthly ADA. ADA
figures are reported daily for the entire school, as well as for any students over
any given time period. Students counted as absent or suspended receive a “0” in
the log for each respective day; students that are present receive a “1” for each
day. In accordance with California state law, students are counted as “present” as
long as they have attended any portion of the school day.
4. Students absent without medical or parental justification are considered “truant”.
Truancy must be cleared with the front office through a note or a phone call from
the parent/guardian.
5. Late to Class: If a student is late (unexcused) to a class, the teacher must mark the
student tardy in Power School.
6. Late to School: All students arriving after the bell for first period must sign in at
the front office so that their parents may be notified. Student’s parents are called
if they have not already arrived with a note.
7. Three Consecutive Absences: If a student is absent three consecutive days, the
office will call the parent/guardian to verify the reason for absence and,
depending on the parent’s response, the SARB (Student Attendance Review
Board) process may begin.
Reporting
FTA will report attendance requirements to LAUSD in a format acceptable to LAUSD,
the County and the State. Required reports regarding daily attendance will be completed
and submitted to the requesting agencies.
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SCHOOL CALENDAR
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SERVICES PROVIDED TO FTA
BPSC and BPL have developed and are continually growing a lean corporate
organization with expertise in curriculum, professional development, finance, facilities,
operations, politics, fundraising and other key areas relevant to operating successful
public schools and middle schools and driving reform. BPSC and BPL will provide a
number of services to FTA that will help ensure the school’s success. BPSC and BPL
provide similar services to its other schools.
Recruiting
BPSC prioritizes recruiting and the corporate organization focuses on it year round.
BPSC engages in the following activities to ensure it has access to the largest pool of
great principal and teacher candidates:
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Information Sessions and Formal Recruiting: Information sessions, events and
formal recruiting at top graduate schools.
Work Study Programs: Work-study students used as teaching assistants to
generate interest in BPSC and BPL and have an extended “interview” period.
Advertising: At graduate schools, in periodicals such as Education Week, with
unions and other trade organizations, on job boards, etc.
Partnerships: BPSC and BPL have developed partnerships with organizations
that place talented educators (Teach for America, New Leaders for New Schools,
etc).
FTA will have access to BPSC and BPL’s talent pool at all times in order to ensure that it
can continually hire the best candidates.
Daily Services: During the months of November, January, and February BPSC’s
Director of Human Resources conducts outreach to recruit new teachers. The Director
will set up informational sessions, purchase ads, reach out to recruits to have a qualified
pool of teacher applicants. All this outreach is centralized at BPSC, and once compiled,
the principal and teachers engage in the interviewing process.
Facilities
BPSC is responsible for securing facilities for each of its schools and for all major
renovation projects. BPSC has developed a facilities model that will allow it to most
effectively overcome the difficult challenges related to securing facilities for new schools
in Los Angeles.
Given current legislation and financing options, BPSC schools typically use temporary
facilities for their first year in operation and may use them for up to three years. The goal
is for each BPSC school to only move once in its lifetime, but some schools are likely to
have to move two or three times. Temporary facilities will typically be shared facilities
(with Universities or Junior Colleges, etc.); buildings that require minimal tenant
improvements such as churches with classrooms, old private schools, and commercial
buildings; or portable classrooms. FTA in its first year of operation as a BPSC school
will continue to occupy its existing premises.
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BPSC is looking for a permanent facility for FTA and will look to move FTA into a
permanent site when a school has at least 50% of its projected total student population
and/or has secured the appropriate financing.
Daily Service: BPSC’s Executive Director will work with the principal, teachers, and
parents to understand the facility needs before the school opens. He will meet with
brokers and real estate agents and on a monthly basis with the facility committee to
further define the needs for the long-term facility.
Facilities Financing
Financing for purchasing facilities will be managed through BPSC. Working with ExEd,
BPSC is developing a financing strategy centered on exploring all of the financing
options available to charter schools and taking advantage of any favorable legislation.
BPSC will leverage ExEd’s deep expertise in all of the financing sources available to
public schools as well as all of the relevant legislation in order to find the optimal mix of
different financing mechanisms to use to pay for BPSC’s schools permanent facilities.
Curriculum Development
As discussed above, BPSC working with BPL has developed a menu of curriculum
options to be used by each new BPSC school. The recommended curriculum will
includes a variety of options for courses (particularly electives), textbooks, and teaching
strategies that BPSC and BPL believe will deliver the best student results. The education
team will work with principals and lead teachers before the opening of each new school
to determine the most appropriate curriculum for each school. The education team will
also meet with principals regularly to further refine their curriculum and ensure that the
curriculum is being delivered effectively.
FTA has learned and will continue to learn from the experiences of each of BPSC and
BPL’s schools in order to improve its results. Additionally, it can learn from BPL’s
knowledge about leading research and best practices utilized outside of BPL’s network.
Daily Service: When school is in session, BPSC’s Executive Director will meet on a
monthly basis with the principal and lead teachers to analyze student progress and
performance, determine effectiveness of the curriculum, improve instruction, and set
future target goals.
Professional Development
Professional development for FTA’s principal will be managed by BPL. Professional
development for teachers will be managed collaboratively by the BPL and FTA (led by
the principal).
Daily Service: The FTA Professional Development Plan will be developed during the
summer. During the school year, approximately 50% of the professional development
will be led by the principal and lead teachers and managed at the school site; the other
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50% will be delivered by BPt whether through conferences, speakers, or meetings. There
will be at least quarterly professional development programs.
Fundraising
All major fundraising campaigns will be managed through the BPSC. Individual schools
will be encouraged to engage in smaller, more local fundraising efforts.
Daily Service: BPSC’s Executive Director will conduct major fundraising at the start and
end of the school year. ACHS will have about 3-4 smaller fundraisers ranging from
candy sales to walkathons. The principal can also place requests for individual grants
and the Executive Director will write the grant and work in conjunction with the principal
to obtain all necessary information.
Budgeting
The Executive Director, with the assistance of ExED, will establish an annual operational
budget for each fiscal year and a five year financial projection. The budget development
process will begin in March of the year preceding the budget fiscal year and will continue
through the May Revise of the Governor's budget. The annual budget will be presented to
the BPSC Board of Directors for adoption consistent with the general time lines and
requirements related to state school budgets in the State of California. The adopted
budget will reflect annual budget priorities and be balanced.
The annual operating budget must be adopted by the BPSC Board of Directors and must
accommodate any adjustments or revisions required as a result of an annual audit by June
each year.
The adopted annual budget will be presented to the District's State Administrator and/or
Board of Education on or before July 1 of each fiscal year during the term of the charter.
The Budget shall include all estimates of income and expenditure for the fiscal year,
including cash flow and start-up costs, if any. The budget will include and FTA will
maintain a reserve account for economic uncertainties.
The Executive Director and BPSC Board of Directors will monitor the budget on a
quarterly basis and recommend formal budget revisions for Board approval as needed.
ExED will submit a monthly balance sheet and monthly revenue and expense summaries
to the Executive Director including a review of the discretionary accounts and any line
items that are substantially over or under budget ($5,000 or +/- 10% of established
budget, whichever is greater). The report will be reviewed at the scheduled board
meeting and action will be taken, if appropriate.
Business and Operations Management
FTA will contract with ExED, a 501(c)3 tax-exempt, California Nonprofit Public-Benefit
Corporation to provide the Business and Operations Management services. This will
enable staff to focus their energies in areas of their expertise, allowing sufficient time for
reflection on instructional and curricular issues. The school site administrator will
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coordinate with ExED to manage 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.
FTA will be responsible for its own financial services (accounting, budgeting, and
payroll) and personnel services. FTA will identify staff responsible for financial
administrative functions and the qualifications of staff assigned to these functions, and
will also provide assurance that the accounting systems adopted would adhere to
Generally Accepted Accounting Principals and describe the process of internal controls.
FTA shall conduct all of its financial operations in a timely manner and for all programs
(regular, categorical, and special education) through procedures established by the State
of California and the Federal Government, as appropriate. The accounting procedures
must follow the generally acceptable accounting principles. For Federal programs,
including Title I, the criteria for eligibility and fiscal guidelines will be as established by
the Federal Government. FTA has elected to receive funding directly, and therefore is
responsible for meeting eligibility and fiscal requirements established by the Federal
Government and for completing the Consolidated Application. FTA shall provide the
District with all financial and related reports, including enrollment attendance to enable
the District to meet its requirements by law. Notwithstanding the petitioners' expectation
to receive Title I funding under Federal guidelines, said funding may not be forthcoming
until the school meets established criteria for a determined school year. FTA’s unaudited
financial statements will demonstrate the charter school’s fiscal sustainability for the
length of the school’s operation.
The school will depend on principal apportionment for the bulk of its operating resources,
supplemented by state block grant and lottery income, federal Titles I, II and V
allocations as well as federal drug/alcohol/tobacco and child nutrition funds. FTA will
also receive funds from the plethora of State funded programs such as special ed., etc.
(See budget for detail). Finally, FTA will receive local funds from the District in lieu of
taxes for a portion of their charter school funding.
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PARENT-STUDENT HANDBOOK
The following is a copy of the FTA Parent-Student handbook. This handbook will likely
be modified by the teaching staff at FTA to meet the unique needs of its student
population, but the majority of it will likely stay the same. The Principal of FTA reserves
the right to amend any part of this handbook at his discretion.
FTA recognizes that the parent is the primary educator of the student. Therefore, it is
important to recognize that a similarity of school and parent attitudes and expectations is
necessary for a student to enjoy success in our school environment. This handbook has
been prepared to assist our school families and clarify school policies and procedures.
Parents are expected to become familiar with its contents and be supportive of all school
policies.
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FILM &THEATRE ARTS
CHARTER HIGH SCHOOL
2010-2011
Parent-Student Handbook
Address:
3801 South Broadway
Los Angeles, CA 90037
Phone (213)748-8830 Fax (213)748-8837
This book belongs to:
________________________
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TABLE OF CONTENTS
Non- discrimination Policy
Page 3
Mission Statement
Page 3
Annual Expectations For Student Learning
Pages 3-5
Admission Policy
Page 5
Academic Integrity
Page 5
Curriculum
Page 6
The Learning Goals
Page 7
Graduation Requirements
Pages 8–9
Dress and Grooming Regulations
Page 10
Free Dress Days
Page 11
Miscellaneous and Personal Belongings
Page 11
Attendance Policies
Pages 11 –13
Conduct and Behavior
Pages 14- 15
Computer Usage Policy
Pages 15–16
Harassment Policy
Pages 16–17
Additional Policies
Pages 17 – 21
Discipline Rubric
Page 22
Consequence Flow Chart
Page 23
Bell Schedule
Page 24
Parent/Student Sign-off Sheet
Page 25
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Film & Theatre Arts Charter High School recognizes that the parent is the primary educator of the student.
Therefore, it is important to recognize that a similarity of school and parent attitudes and expectations is necessary
for a student to enjoy success in our school environment. This handbook has been prepared to assist our school
families and clarify school policies and procedures. Parents are expected to become familiar with its contents and be
supportive of all school policies.
***
NON-DISCRIMINATION POLICY
Film & Theatre Arts Charter High School shall be nonsectarian in its programs, curriculum, admission policies,
employment practices, and all other operations. Film & Theatre Arts Charter High School shall not discriminate
against any pupil on the basis of ethnicity, national origin, religion, gender, or disability. Film & Theatre Arts
Charter High School shall not charge tuition.
***
MISSION
The Mission of Film & Theatre Arts High School is to prepare students for adulthood and beyond, including
college/university study and a successful entry into the workforce. We feel that this is best accomplished through a
combination of scholarship, direct experience, and personalized relationships. We use film, theatre, and other art
forms as tools to help us contextualize and comment on the world around us. We aim to create leaders as opposed
to followers; active participants as opposed to spectators; individuals with a transforming vision that transcends
doubts from within and limitations from without. Keeping in mind the unique challenges posed by our
geographical location, we strive to disprove the unflattering assumptions commonly made about students and
families from our section of Los Angeles and to bring positive attention and increased opportunity to our
community and its inhabitants.
Error! Contact not defined. implements schoolwide practices consistent with exemplary practices of leading
charter schools in Los Angeles and the Big Picture California Schools. Distinguishers from various models are fused
together to support all students' achievement at high levels.
***
Annual Expectations for all Film & Theatre Arts Charter High School Students:
 Follow Interests in the real world (informational interviews, volunteering/ community service, research)
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Have a positive impact on the community (service learning, etc.)
Meet with learning-plan team at least three times per year
Be aware of gaps in learning and address them through project work
Build a binder of best work and a portfolio of all work
Have four public exhibitions of work per year
Complete the work in the learning plans
Write in journals three times per week
Schedule daily planners every week
Maintain a contact log
Come to school on time every day
Be responsible for actions and locations; sign out of advisory
Show respect for self and others
Take responsibility for the learning process
Take advantage of opportunities
Make productive summer plans
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Annual Expectations for 9th grade
 Complete all annual expectations
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Prepare and take the required state content exams (CSTs)
Read at least three books, and create a reading inventory
Work on Quantitative Reasoning related to Algebra I
Participate in at least one community service projects
Complete proposal for Autobiographical Project
Complete 25 pages or the equivalent for your Autobiographical Project
Annual Expectations for 10th grade:
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Complete all annual expectations
Obtain an LTI during the first semester
Prepare for the state language arts and math assessment - CAHSEE
Prepare and take the required state content exams (CSTs)
Read at least five books, and update reading inventory
Present mini-exhibitions in each learning goal area during third quarter
Create a binder of best project work from 9th and 10th grades
Begin to visit colleges and look at requirements
Work on Quantitative Reasoning related to Geometry
Complete an additional 25 pages or the equivalent for your Autobiographical Project
Prepare for Gateway Exhibition:
4.
portfolio of best work
5.
four required letters of recommendation (advisor, mentor, parent, peer)
6.
written defense showing student is ready for increased responsibility for their own
learning and prepared to play a more active leadership role.
Annual Expectations for 11th grade:
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Complete all annual expectations
Demonstrate heightened personal qualities and depth of work
Play a leadership role in the school and/or community
Obtain an LTI during the first semester
Read at least six books, including two non-fiction and update Reading Inventory
Work on Quantitative Reasoning related to Algebra II
Re-take CAHSEE (if applicable), including attending Prep. Workshops – two months prior to exam.
Prepare and take the required state content exams (CSTs)
Meet with college counselor and share information with learning plan team
Research five colleges and their admission requirements
If gap remains in college admission requirements, address them in learning plan
Participate with family in a college fair
Visit at least four colleges (one of each required):
o Community College
o University of CA(UC)
o CA State University (CSU)
o Liberal Arts College
Create a draft of college essay
Begin to create a college portfolio (resume, transcript, essay, awards, best work)
Prepare for and take PSAT in the fall
Prepare and take SAT or ACT in the spring
Complete an additional 25 pages or the equivalent for your Autobiographical Project
Get senior thesis proposal approved by committee
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 Schedule at least four college interviews for the next year
Annual Expectations for 12th Grade:
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Complete all annual expectations
Demonstrate heightened personal qualities and depth of work
Play a leadership role in the school and/ or community
Meet consistently with senior thesis mentor
Contact a resource related to the thesis at least every other week and keep track of these contacts
Complete an in-depth senior thesis project
Read a book a month (nine total, including two non-fiction books) and update reading inventory
Prepare and take SAT or ACT
Complete a Senior Portfolio
Visit and interview with at least four colleges
Research and apply to colleges
Apply for scholarships and financial aid
Create a post-FTA plan
Complete Autobiographical Project (100 pages or equivalent)
Present work and reflection at graduation exhibition
***
ADMISSION POLICY
Film & Theatre Arts Charter High School is open to all students in California. Students must fill out an application
and meet all deadlines for the application process. If more than 52 Students (per grade level) have turned in their
application by the deadline, students are selected by a public lottery process. After lottery process in the Spring of
the previous year, students will be placed on a “Wait List” and be contacted if and when availability arises.
***
ACADEMIC INTEGRITY
FTA faculty and administration believe in academic integrity, and the principle of the honor code. Students are
expected to create and complete authentic projects for “course” credit, to positively participate in internships, to
enroll and attend college classes, and to submit original work for all assignments. Ánimo FTA students are expected
to deny all requests to copy from their own work. Plagiarism, in any form, is a serious offense and consequences
will ensue.
CONSEQUENCES FOR PLAGIARISM
1. All papers or assignments will be taken from the student(s) violating the policy.
2. A student who has plagiarized may receive, at the discretion of the teacher, a grade of “F” or a zero for the test,
quiz, or assignment. This may lower a semester grade substantially.
3. Parents will be notified and a parent conference will be arranged if the teacher deems it necessary.
4. The Principal will be notified.
5. Repeated violations or a single serious violation may lead to more serious disciplinary actions, including
expulsion.
***
GENERAL ACADEMIC INFORMATION
Ànimo FTA Grading
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Students’ learning is constantly being discussed, observed and monitored by all staff members at FTA. Formal
assessment of project-based work is evaluated at the end of each quarter. Parents, peers, mentors, staff, and the
student’s advisor are present for the students Exhibition and provide feedback. The advisor writes a comprehensive
and thorough narrative of the students’ progress of the Academic Learning Goals each quarter. At the end of each
semester, the student work is assessed based on state performance standards and letter grades are assigned to
measure progress in individual subjects. Written progress reports are sent home for parents to review and discuss
with their child at the quarter mark and report cards are sent at the semester.
The grade of “I” (Incomplete) may only be given with the permission of the Principal when extended illness or
other unusual circumstances warrant giving the student additional time to fulfill the course work. These grades
must be removed within six weeks of the next semester, or they become “F”.
***
Film & Theatre Arts Charter High School CURRICULUM 2010-2011
The most important element of a student’s education at Film & Theatre Arts and all Big Picture Schools is real
world learning. A student’s Individualized Learning Plan is centered on their Learning Through Internship (LTI).
Students participate in their LTI twice a week, a minimum of eight to ten hours. Students work closely with a
mentor (professional/ expert in the student’s field of interest) and complete an authentic academic project that is
designed to address the five Academic Learning Goals (see below) and CA State Content Standards.
Authentic LTI projects (and volunteer/ service learning opportunities for 9 th graders) are at the heart of each
student’s Individualized Learning Plan. Investigative/ research projects, skill-based workshops, and commuity college
classes (through Los Angeles Trade Tech.) support the “real world learning” of the LTI. LTI projects are designed to
promote academic growth for the student and must serve a real application/purpose for the mentor/ internship site.
Students in 10th – 12th grade must have an LTI each year. Internships can change to adapt to the student's growing
fields of interest. Although internships are a major focus of the school, FTA is not a vocational school. LTI's
function as a means to invoke intellectual curiosity and expose students to fields that require advanced studies
beyond high school.
At the end of each quarter, all students present their projects/ work to their peers, advisors, parents, and mentors.
These Exhibitions (presentations) are opportunities for students to showcase their work, reflect about their
learning, and provide and receive both oral and written feedback. Students must show evidence of their learning in
each of the five Academic Learning Goals, as well as demonstrate measurable progress from one exhibition to the
next. Exhibitions provide an extremely powerful learning tool and motivator for students, while at the same time
bringing parents much deeper into their child's learning process.
The Learning Goals:
1. Empirical/Logical Reasoning- This goal is to think like a scientist: to use empirical evidence and a logical process
to make decisions and to evaluate hypotheses. Aligned with the sciences: environmental science, integrated science,
biology, chemistry, and physics.
2.
Quantitative Reasoning - This goal is to think like a mathematician: to understand numbers, to analyze
uncertainty, to comprehend the properties of shapes, and to study how things change over time. Aligned with
Algebra, Geometry, and Algebra 2.
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3. Communication- This goal is to be a great communicator: to understand your audience, to write, read, speak
and listen well, to use technology and artistic expression to communicate, and to be exposed to another language.
Aligned with Language Arts, Performing and Fine Arts, Foreign Language and technology state standards.
4.
Social Reasoning - This goal is to think like an historian or anthropologist: to see diverse perspectives, to
understand social issues, to explore ethics, and to look at issues historically. Aligned with Social Science: World
History, US History, Government, and Economics.
5. Personal/ Professional Qualities - This goal is to be the best you can be: to demonstrate respect, responsibility,
perseverance, organization, leadership, time management, and to reflect on your abilities and strive for
improvement.
Film & Theatre Arts Charter High School GRADUATION REQUIREMENTS
170 Core Classes
20 Advisory
50 Animo Electives
Subject Requirement
History/ Social Science (Core)
UC/ CSU Requirement A
FTA
Graduation Requirement
30 Semester credits
10 credits World History
10 credits US History
5 credits US Government
5 credits Economics
UC and CSU
Admission Requirement
20 Semester Credits (equivalent to two
year-long courses or four semesters) of
history / social science courses are
required. Coursework must include:
World History, Cultures, and
Geography U.S. History / American
Government (Civics)
English (Core)
UC/ CSU Requirement B
40 Semester Credits
10 credits Introduction to Literature
10 credits English 10
10 credits American Literature
10 credits English 12
Mathematics (Core)
UC/ CSU Requirement C
30 Semester Credits
Algebra 1, Geometry, Algebra 2
40 Semester Credits (equivalent to four
year-long courses or eight semesters) of
college preparatory composition and
literature are required. Both reading and
writing components must be included in
the course work
30 Semester Credits (equivalent to three
one-year courses) of college preparatory
mathematics are required. Four units
are strongly recommended.
Algebra.
Geometry. Courses must include
topics in two- and threedimensional geometry.
Advanced Algebra.
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Subject Requirement
FTA
Graduation Requirement
UC and CSU
Admission Requirement
Science (Core)
UC/ CSU Requirement D
20 Semester Credits
10 credits Biology
10 credits Chemistry or Physics
*to be completed at the community
college
20 Semester Credits (equivalent to two one-
Language other than English (Core)
UC/ CSU Requirement E
20 Semester Credits
Foreign Language 1, 2
Spanish/ French/ Sign Language/
Japanese
*to be completed at the community
college
20 Semester Credits (equivalent to two one-
Performing/ Fine Art
UC/CSU Requirement F
10 Semester credits
Film
Drama
Photography
Music
Visual Art
10 Semester Credits (equivalent of two
College Prep Elective (Core)
UC/ CSU Requirement G
10 Semester Credits
(Any course exceeding the minimum
UC Requirement.)
10 Semester Credits (equivalent of two
Animo Electives
40 Semester Credits
Any other courses above the
minimum A-G Courses.
Not Required for UC or CSU admission.
Required for High School diploma at Animo
FTA.
Advisory
20 Credits for grades 9-12
Beginning class of 2009
Learning Through Internship
8 -10 hours weekly starting in the 10
grade (72 hours minimum each
semester – 144 hours per year)
Not Required for UC or CSU admission.
Required for High School diploma at Animo
FTA.
Not Required for UC or CSU admission.
Required for High School diploma at Animo
FTA.
Parent Volunteer Hours
140 hours
Not Required for UC or CSU admission.
Required for High School diploma at Animo
FTA.
Apply to at least 3 universities
(5 Recommended)
Must be a four- year university.
Not Required for UC or CSU admission.
Required for High School diploma at Animo
FTA
Autobiographical Writing, Film, or
Play Production
75-100 Pages written prose; or
completed short film, or produced
theatrical work.
Project incorporating passion of
Not Required for UC or CSU admission.
Required for High School Diploma at Animo
FTA
Not Required for UC or CSU admission.
Senior Project
year courses) of laboratory science are
required. The two units must provide
fundamental knowledge in at least two of
these three core disciplines: biology,
chemistry, and physics. Three units are
strongly recommended.
year courses) of coursework in a single
language. Three units are recommended.
semester courses in the same medium)
required. Course(s) can be taken in 9-12
grades.
th
semester courses) required. Course(s) can be
taken in 9-12 grades but must fall within the
following subject areas: visual and performing
arts, history, social science, English, advanced
mathematics, laboratory science, and
languages other than English
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student while addressing a community
need.
* Planning begins 11th grade year,
Application of project to be completed
during student’s senior year.
Required for High School diploma at Animo
FTA.
II. Credits to promote from one grade level to another are based on the completion of core classes in
column 1.
9th - 10th - 60 credits
10th-11th - 120 credits
11th -12th - 180 credits
***
DRESS AND GROOMING REGULATIONS
Students are to concentrate on cleanliness, neatness, good taste, and safety. The regulations listed below
are to be observed by all students at all times.
Accessories can be worn as long as they are not deemed offensive, gang related, promote drug use, or violence of
any kind.
Footwear. Dress shoes or tennis shoes. All footwear must have closed toes and closed heels. No house shoes,
slippers, or sandals of any kind are allowed.
Hair that is neat, clean, and fixed in such a way that it does not hang in the face facilitates student learning, as do
beards and mustaches that are neatly trimmed.
Headwear. No hats, bandanas, wave caps, or visors are allowed on campus. Students may not wear sweatshirt
hoods in class. Girls may wear ribbons, rubber bands, barrettes, or headbands.
Jackets/Coats/Sweatshirts. Must be black, gray, or white, with NO writing, emblems or logos of any kind except
Film & Theatre Arts Charter High School.
Pants/Shorts. Only trouser-style khaki pants/shorts are to be worn. Trousers are to be worn at least ankle length
but not touching the ground. The hem must not be frayed or ripped. It is not permissible to cut the leg seam.
Pants and shorts must be worn at the waist, not at the hip.
Shirts. Only white or black, collared shirts, preferably polo-style are to be worn. The only approved logo or name is
that of Film & Theatre Arts Charter High School. All undershirts must be white, grey or black and must be worn
under the shirt, not over the shirt and need to be tucked in.
Skirts/Skorts. Khaki skirts/skorts must be the appropriate size and must fall just above the student’s kneecaps or
longer.
Sweaters/sweatshirts. V-neck pullover, crew-neck pullover or cardigan in solid black may be worn. All sweaters
must be worn with a uniform shirt underneath.
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FREE DRESS DAYS
The Administration authorizes and approves all Casual Dress Days. They may reflect a particular holiday and/or
theme; however, the following guidelines are to be observed on all Casual Dress Days:
1. Boys and girls are permitted to wear casual pants, including clean and untorn jeans.
2. Boys and girls are permitted to wear T-shirts, sweatshirts or other casual shirts/blouses provided they
are modest and do not make reference to drugs, alcoholic beverages, taverns, offensive activities, etc.
“Double meaning” T-shirts are not permitted. At no time, for boys and girls, are midriff T-shirts,
sweatshirts or other casual shirts/blouses to be worn as well as clothing that exposes the midriff
(stomach/waist).
3. Girls may wear casual slacks, skirts, shorts/ skorts and appropriate blouses. Skirts and skorts are not
permitted if they are shorter than the uniform skirts and skorts.
4. Sandals are not permitted for either boys or girls.
5. Neither boys nor girls are permitted to wear caps or hats. Hats are not to be worn during advisory at
any time.
6. Any student, who has doubt about what to wear, should simply not wear it.
CLOTHING FOR DANCES
The Free Dress Day guidelines are to be followed for all informal dances. For formal dances, appropriate clothing is
required.
MISCELLANEOUS AND PERSONAL BELONGINGS
ALLOWED
NOT ALLOWED
Backpacks, book bags and other necessary classroom
and/or athletic materials or equipment.
Cell phones, pagers, Sidekicks, or signaling equipment,
CD players, walkmans, radios, Ipods, etc. at any time
during school hours.
Permanent markers
All items listed above will be confiscated.
#1 Violation – items are returned to student.
#2 Violation – items returned to parent only.
#3 Violation – items will not be returned to
owner. Items will be donated to local charity
organization.
***
ATTENDANCE POLICIES
Regular attendance at school should be a priority of each student and should be encouraged and enforced by
parents. Regular attendance at school is an absolute necessity if a student is to succeed in his/her academic
endeavors. It also develops in students the habits of accountability and responsibility needed at work, in college, and
throughout life.
Absences
1. Students (and parents) should do all in their power to guard against absence from school. This includes taking
good care of their health, preventing illness, and arranging necessary appointments outside of school time.
2. Excused Absences. Excused absences include: illness of student; emergency medical, dental, and optometry
appointments; serious family emergencies (subject to the Principal’s approval; death of an immediate family
member; court summons, school-sponsored/pre-approved field trips). ALL OTHER ABSENCES ARE UNEXCUSED.
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3. Procedure For Returning To School After Absence: Parent or guardian (not the student) should notify the school
attendance office by 9:00 a.m. of each day the student is absent. When the student returns to school he/she should
bring a note from his/her parent. Any student who is absent for medical, dental or other professional services must,
in addition, present a note to the Office directly from the respective provider’s office. Ánimo FTA is required to
keep on file a note signed by a parent/guardian for every student absence. The note must be legible and written in
ink. A valid note should contain:
 Full name of the student
 Date(s) or time of absence
 Specific Reason for absence
 Telephone numbers where both parents/guardians may be reached (Home and Work)
 Signature of parent or guardian
If a student does not bring a note, he/she will be marked truant.
4. Procedure for Leaving Campus Before Dismissal: After their arrival on campus in the morning, students may
NOT leave campus until dismissal time. Students leaving campus without permission are considered truant and will
be placed on probation and face other disciplinary consequences.
 If a student who wishes to leave campus after arrival (for example, if a parent/guardian is
picking him/her up for a dental appointment), the parent/guardian reports to the office to sign
the student out.
5. Vacations: FTA recognizes the importance of family time and family vacations. However, for the sake of the
students, parents are strongly encouraged to schedule family vacations outside of the academic calendar so that
students do not miss important classroom instruction time that is impossible to make up.
**If a student is absent more than 15 days for a year course, he/she may receive no credit in that course.
Student Attendance Review Board
The Student Attendance Review Board is composed of the Principal and designee(s). The Principal convenes this
board when a student accumulates an extraordinary number of absences and/or tardies. This board may, among
other things, recommend terms of student attendance, probation, duration of suspension or withdrawal from
school. The student's attendance is mandatory and at least one parent must be present.
PHASE 1
PHASE 2
PHASE 3
Daily Absence
3 Consecutive Days of Absences
without notification
4 Days of Absences in a
Semester
7 Days of Absences in a
Semester
10 Days of Absences in a
Semester
Phone Call to verify reason
Letter/ Home Visit
Office Staff
Office Staff/ Administrator
Letter
Office Staff/
Counselor/Administrator
Office Staff
Counselor/Administrator
Counselor/ Administrator
Letter/ Request Intervention Meeting
SARB Meeting
Tardy Policy
If a student arrives late to school, he/she must sign in with the office manager. Tardiness of more than thirty
minutes is considered an unexcused absence. Excessive tardies will result in a parent conference and attendance
contract to maintain enrollment at the school.
Reasons for excused tardies are illness or medical/professional services appointments verified by note from the
respective office.
Tardies before school are given to students who are late arriving to school in the morning. School begins promptly
at 8:30 am. A student who is not in his/her advisory, sitting in a desk, by 8:30 am will be considered tardy.
Students arriving at school after 9:00 am will be considered absent. Absences require a note from a parent or
guardian. Tardies before school are also given to students who do not complete attendance/office/etc. business and
get to advisory by 8:45am.
Tardies between rotations Students have three minutes in order to travel from one room to another. Students who
take longer than three minutes will receive an unexcused tardy from the teacher/advisor.
Truancy
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Students absent from any rotation or activity period, without permission, or students who leave campus after
arriving without permission are considered truant, even if they return to campus in time for advisory.
California Education Code related to attendance.
Sections 48262. Education Code:
Any pupil is deemed a habitual truant who has been reported as a truant three or more times per school year,
provided that no pupil shall be deemed a habitual truant unless an appropriate district officer or employee has
made a conscientious effort to hold at least one conference with a parent or guardian of the pupil and the pupil
himself, after the filing of either of the reports required by Section 48260 or Section 48261.
*A student is a habitual truant if truant 3 or more times in a school year.
Sections 13202.7 (a) California Vehicle Code
“Any minor under the age of 18 years, but 13 years of age or older, who is an habitual truant within the meaning of
Section 48262 of the Education Code, or who is adjudged by the juvenile court to be a ward of the court under
subdivision (b) Section 601 of the Welfare and Institutions Code, may have his or her driving privilege suspended
for one year by the court.”
*Habitually truant =loss of driving privileges for one year.
Section 601. Welfare and Institutions Code
(a) “Any persons under the age of 18 years who persistently or habitually refuses to obey the reasonable and proper
orders or directions of his or her parents, guardian, or custodian, or who is beyond the control of that person…is
within the jurisdiction of the juvenile court…”
*A student who does not follow orders of parents or guardians can be placed under the control
of the court.
(b)“If a minor has four or more truancies within one school year as defined in Section 48260 of the Education
Code, or a school attendance review board or probation officer determines that the available public and private
services are insufficient or inappropriate to correct the habitual truancy of the minor, or to correct the minor’s
persistent or habitual refusal to obey the reasonable and proper orders or directions of school authorities, or if the
minor fails to respond to directives of a school attendance review board or probation officer or to services
provided, the minor then within the jurisdiction of the juvenile court which may adjudge the minor to be a ward of
the court.
*Any student who refuses to follow the orders of the Student Attendance Review Board can be placed under the
control of the court.
***
CONDUCT AND BEHAVIOR
Advisors are responsible for the day-to-day discipline in their classrooms. Disciplinary options available to the
teachers include: warning, detention, parent-teacher communication, counseling referral, written assignment, and
discipline referral to the Principal.
Advisor Detention
Any member of the faculty may assign a detention to a student. This detention is served after school or on the
weekend and may consist of writing an assignment, sitting quietly in a classroom or assisting with cleaning of the
campus. School events and activities are not valid reasons for missing a detention.
Saturday School
A student may receive Saturday School for one of the following reasons:
 if deemed necessary by advisor due to poor academic performance throughout the
week.
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 if deemed necessary by the Discipline Review Board.
 For additional educational learning experiences and support.
Saturday school is viewed as an opportunity at FTA, not necessarily a means of punishment.
Disciplinary probation refers to a period of time determined by the Principal, during which a student’s behavior
is monitored and evaluated to determine the student’s right to remain at Film & Theatre Arts Charter High School.
The Disciplinary Probation period is a positive attempt to help the student realize that all choices carry
consequences. Therefore, this period is designed to help the student correct his/her behavior. After suspension, a
serious, and/or repeated disciplinary problem, the parent/guardian, student, and Principal will sign a behavior
contract. Failure to adhere to the terms of the contract may result in dismissal from school. A growth plan should
be included in this process.


Restriction from specified school sponsored activities.
Principal/Student conference and contract with parent signature is required
a) Probationary Term The Disciplinary Probation term officially begins with the issuance of the behavior contract
notice. The length of probation will be determined by the Principal and may be extended for any violation listed
under conduct and behavior.
b) Violations of the probationary conditions may jeopardize the student’s enrollment at Ànimo FTA.
Suspension (Education Code 48900) is intended to remove the student from peers and the class environment. This
separation provides the student time to reflect on his/her behavior and a possible pattern of behavior that will be
more positive.
A student serving in-school suspension reports to school at the regular time in full uniform. Advisors will give the
student written assignments that s/he must complete under the direct supervision of security. The student will not
attend any classes or go out for break. The student will eat lunch in the assigned room. Excessive in-school
suspensions will lead to a Behavior contract.
At three or more suspensions in a semester, a student and his/her parent must appear before the Discipline Review
Board.
Discipline Review Board: The Discipline Board is an advisory committee to the Principal. The board meets on an
as needed basis.
The Discipline Board convenes when a student commits a serious violation of the discipline code or has broken the
terms of his/her particular contract (Attendance/Academic, Personal, Behavior Contract). The Board recommends to
the Principal its conclusion(s). It may recommend disciplinary action, terms of probation, suspension duration, and
withdrawal from the school or expulsion. At least one parent/guardian and the student must be present.
The Principal may meet with the Discipline Review Board for advice, review an evaluation of the Discipline Code
and submit any recommendations to the Principal for approval.
The Principal appoints members to the Discipline Board including FTA staff members and Green Dot Home Office
Personnel.
Expulsion – Dismissal from School (Education Code 48915): A student may be dismissed from
Film & Theatre Arts Charter High School for any of the following major violations or repeating any violation listed
under suspension:
 Possession or use of any weapons or firearms on school premises or at school sponsored events
 Providing or selling narcotics of any kind (immediate expulsion)
 Inflicting or causing bodily harm to any person on campus
 Assault or battery, or any threat of force or violence directed toward anyone
 Fighting
 Theft of, tampering with, or unauthorized handling of a teacher’s gradebook, textbook, handbook, keys,
briefcase, computer, or other personal items
 Tampering with fire alarms or extinguishers
 Habitual truancy
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
Any infraction considered sufficiently serious by the Principal
Exclusion from Social/ Extra-curricular Activities:
Any student can be excluded from social activities for academic or behavioral reasons.
***
COMPUTER USAGE POLICY
This policy is for management and usage of computer resources owned and operated by Film & Theatre Arts
Charter High School. The policy indicates what privileges and responsibilities are characteristic of acceptable
computer usage. Violators of computer resources use policies will lose computer access privileges. Families will be
held financially responsible for the loss of or damage to school-issued laptop computers.
Guiding Principles for Responsible Computer Usage
1. Users assume an affirmative obligation to seek answers from appropriate computer personnel for any
questions concerning the ethical or legal use of computer facilities.
2. Unless noted to the contrary, data files should be considered private and confidential.
3. Users are responsible for knowing regulations concerned with copying software and may not use the
school's equipment, materials or software to violate the terms of any software license agreement.
Duplication of computer materials and software without proper authorization from the holder of the
copyright is prohibited.
4. The school's computers, materials or software may not be used for unauthorized commercial purposes
or monetary gain.
5. The school's computers may not be used to play games or transmit material via any media that is
threatening, obscene, disruptive, or sexually explicit, or that could be construed as harassment or
disparagement of others based on their race, national origin, sex, sexual orientation, age, disability, religion
or political beliefs.
6. Users may not use the electronic information services to plagiarize another’s work. Credit is to be
given to the person(s) who created the article or idea.
7. Users may not vandalize computer resources or the electronic information services in any form.
Vandalism includes uploading, downloading, or creating computer viruses and/or any malicious attempt to
harm or destroy school equipment, electronic information services or the data of another user.
8. Film & Theatre Arts Charter High School reserves the right to monitor computer and/or electronic
information services activity in any form seen fit to maintain the integrity of the computer equipment, the
school’s network services and/or the Internet web site.
Concerning Internet Usage
Reasonable precautions are established to prevent access to pornography, "hate groups," and other non-educational
Internet sites. Such precautions include, but are not limited to, an Internet router system, which scans and limits
access to Internet sites, a monitor scanning software allowing the instructor to view each student monitor from the
instructor's monitor and instantly blank, lock, or deactivate the student's system. Any student intentionally
attempting to or bypassing these precautions will be denied computer access. The discipline board or school
officials will determine other administrative disciplinary actions. The student and his/her parents accept
responsibility for the student's on-line actions. All other disciplinary policies of Film & Theatre Arts Charter High
School apply to the use of technological resources.
Concerning General Usage
Film & Theatre Arts Charter High School will report suspected criminal activity to law enforcement authorities.
Criminal activity includes, but is not limited to: defamation; obscenity; discrimination; violation of copyrights,
trademark and/or licenses; and/or violation of other rights arising under the law.
Students are encouraged to remove any "personal" information stored on Film & Theatre Arts Charter High
School's computers. Generally, Film & Theatre Arts Charter High School will delete information left on
computers/networks.
***
A) HARASSMENT POLICY
Film & Theatre Arts Charter High School is committed to providing a learning environment that is free from
harassment of any kind. Harassment of any student by another student, employee, or teacher is prohibited. The
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school will treat allegations of harassment seriously and will review and investigate such allegations in a prompt,
confidential and thorough manner.
A charge of harassment shall not, in itself, create the presumption of wrongdoing. However, substantiated acts of
harassment will result in disciplinary action, up to and including dismissal. Students found to have filed false or
frivolous charges will also be subject to disciplinary action, up to and including dismissal.
Harassment occurs when an individual is subjected to treatment or a school environment that is hostile or
intimidating because of the individual’s race, creed, color, national origin, physical disability, gender, or sexual
orientation. Harassment can occur any time during school hours or during school related activities. It includes, but
is not limited to, any or all of the following:
Verbal Harassment
Any written or verbal language or physical gesture directed at a teacher or a student that is insolent,
demeaning, abusive or implicitly or explicitly implies a threat of bodily harm is totally unacceptable and
shall be deemed harassment and will be dealt with as such.
Physical Harassment
Unwanted physical touching, contact, assault deliberately impeding or blocking movements, or any
intimidating interference with normal work or movement.
Visual Harassment
Derogatory, demeaning, or inflammatory posters, cartoons, written words, drawings or gestures.
Sexual Harassment
Includes unwelcome sexual advances, and other verbal or physical conduct of a sexual nature when any or
all of the following occurs:
1. Submission to such conduct is made either explicitly or implicitly a term or condition of a
student’s academic status or progress.
2. Submission to or rejection of such conduct by a student is used as the basis of academic
decisions affecting the individual.
3. Such conduct has the purpose or effect of unreasonably interfering with the individual’s
academic performance or creating an intimidating, hostile or offensive educational environment.
It is the responsibility of Film & Theatre Arts Charter High School to:
1. Implement this policy through regular meetings with all administrators, ensuring that they understand
the policy and its importance;
2. Make all faculty, staff, students, and parents aware of this policy and the commitment of the school
toward its strict enforcement;
3. Remain watchful for conditions that create or may lead to a hostile or offensive school environment;
4. Establish practices designed to create a school environment free from discrimination, intimidation, or
harassment.
It is the responsibility of the student to:
1. Conduct herself/himself in a manner which contributes to a positive school environment;
2. Avoid any activity that may be considered discriminatory, intimidating, or harassing;
3. Consider immediately informing anyone harassing him/her that the behavior is offensive and
unwelcome.
4. Report all incidents of discrimination or harassment to the Principal;
5. If informed he/she is perceived as engaging in discriminatory, intimidating, harassing or unwelcome
conduct, to discontinue that conduct immediately.
Complaint filing and investigation procedures
The following procedures must be followed for filing and investigating a harassment claim:
1. The student may first choose to tell the individual causing the harassment that his/her conduct is
offensive and must stop. If the objectionable behavior does not cease immediately, the student must
report the harassment to the Principal.
2. The student alleging harassment will be asked to complete a formal, written complaint. The claim will
be investigated thoroughly, involving only the necessary parties. Confidentiality will be maintained as
much as possible.
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3. The investigation will include a meeting with the person alleged to have harassed, sharing with that
person the nature of the allegations as well as the name of the person bringing the allegations. If
appropriate, the alleged harasser will be placed on administrative leave during the course of the
investigation.
4. Once the facts of the case have been gathered, the Principal, in consultation with the Big Picture
California Board, will decide what, if any, disciplinary action is warranted. The disciplinary action will
relate to the nature, context, and seriousness of the harassment and can include all disciplinary actions up
to and including immediate expulsion or termination.
5. If the complaint is against a non-employee or non-student, such as a parent, volunteer, or vendor, the
school will take steps, within its power, to investigate and eliminate the problem.
***
ADDITIONAL POLICIES
Athletic Eligibility
1. Film & Theatre Arts Charter High School follows the guidelines established by the CIF Blue Book.
Students must maintain a minimum grade point average of 2.5 for the previous grading period to remain
eligible. Students who fall below a 2.5, are placed on probation for one quarter. Students are allowed one
probationary period per academic year. Additionally, athletes must meet the eligibility requirement of
not receiving a grade of “F” in any subject.
2. Students must exhibit satisfactory citizenship and conduct on and off the field.
3. Students must observe all regulations outlined in the current addition of the CIF Blue Book.
4. Students must pass a physical examination given by a medical doctor.
5. Students must carry adequate insurance.
The mission of the athletic programs of Film & Theatre Arts Charter High School is to promote physical
health, awareness and well-being. Students are encouraged to create competitive opportunities in interscholastic
sports. It is our goal to promote leadership, integrity, sportsmanship and teamwork through any sports program.
Bills
Students often contract bills during the year in various ways: lost library books, lost textbooks, lost or damaged
laptop computer, damage to school property, athletic equipment and uniforms, etc. A record of these bills is kept in
the Main Office. Students are expected to pay their bills promptly, without constant reminders. Students should
always request a receipt when paying any bills. All services, goods and bills paid by check are subject to a $10
returned check fee.
Change of Address
Parents are asked to notify the office in writing as soon as any change occurs. This will ensure that any and all
mailings will be received without delay or interruption.
Child Abuse Reporting
Because immediate investigation by child protective agencies of suspected abuse may save a student from repeated
injuries, any teacher, or other staff member, who suspects that a minor has been subjected to physical injuries,
neglect, sexual abuse or emotional maltreatment, is mandated by the Child Abuse Reporting Law to notify the
proper authorities.
Closed Campus
Film & Theatre Arts Charter High School is a closed campus. All students are required to remain on school grounds
during the regularly scheduled school day, including lunch period. It is unlawful for anyone to take a student away
from school during the regular school day without obtaining proper permission from a school official.
Confidentiality Policy
There are four instances in which a counselor and/or teacher is legally bound to inform a parent and/or authority
with information given during a “confidential” counseling session: 1) when a student indicates he or she is going to
physically harm himself or herself or jeopardize his or her life; 2) when a student indicates he or she is going to
physically harm another or jeopardize another’s life or has knowledge that another’s well-being is threatened; 3)
when a student indicates he or she is being physically and/or emotionally abused; 4) when a student indicates he or
she has committed a felony (i.e. selling drugs, stealing a car, etc.).
Emergency Cards
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Every student must have a completed and up-to-date “Emergency Card”, properly signed and on file in the school
Office. STUDENTS MAY ONLY LEAVE CAMPUS WITH AN ADULT WHOSE NAME IS LISTED ON THE
EMERGENCY CARD.
Food Services
Free and reduced lunch applications are included in the registration packet or they may be picked up from the
office. They must be completed and returned by the due date.
Health Services
1. A staff member will assist a student in need of help for sudden illness or injury occurring in school.
Conditions occurring at home should be taken care of before coming to school.
2. Students should be covered under family insurance. The school is not responsible for medical bills for
injuries occurring at school.
3. The secretary/administrator does not diagnose illnesses. Students who are unable to remain in class
because of illness will be sent home. Parents will be contacted to make transportation arrangements for
their student to go home if s/he is too ill to stay in school. No student will be allowed to leave the campus
without parent notification. If ill, the student should be given care at home or, if the condition persists,
the student should seek medical attention.
4. Arrangements to leave school because of illness or injury must be made through the office.
5. The school follows the recommendations of the Los Angeles County Health Department in excluding
students with communicable conditions. A student who has been absent from school because of a
reported communicable disease must have a permit issued by the Public Health Department or physician
before he or she is readmitted to school. Current laws require that Tuberculosis (TB) and Hepatitis B test
results be on file with the office upon entrance into the school.
6. Health matters are treated confidentially.
7. Students expecting to be absent two weeks or more for medical reasons MUST contact the office
regarding home instruction. The student’s physician must make a request for home instruction.
Injury or Illness
All injuries and illnesses MUST be reported to the nearest faculty member in charge or to the office. Most injuries
are avoidable if safety rules are observed.
Parents are advised that if their child is hurt at school, there is no school insurance to cover medical costs. In case
of injury, Ánimo staff will administer first aid. An ambulance will be called in case of serious injury. The school will
immediately notify parents or other adults listed on the emergency form.
If a student feels sick at school, he/she will be able to lie down. If the student is running a fever or has severe
illness symptoms, parent will be notified. Students cannot be released until a parent or guardian (listed on the
emergency card) comes to pick them up.
Medication
Ánimo Film & Theatre Arts Charter High School may not furnish any medications. School personnel are prohibited
by law from giving any medication to a student unless the student’s physician has given written instructions. All
medications require physician and parent/guardian authorization. Once authorization is obtained, the medication
must be given to the Office in original containers, labeled with the name of the medication, dosage, name of
student, and frequency of administration. Over the counter medications should be in original sealed packages with
directions for administration. Medications will be stored in a secure location labeled with the student’s name,
dosage, and time to be given. Parents will be notified if a student requires an “only if needed medication” while at
school. Medication administration will be documented in a medication log maintained for each child. This form will
be incorporated into each student’s permanent file upon transfer or graduation.
Lost and Found
Items that have been found should be returned in to the office. Students who have lost an item at school may come
to the Office during the break or after school to check lost and found articles.
SuperCalendar
Each student is required to bring it to school with them every day and utilize it on a daily basis. Parents
are encouraged to review their child’s work on a daily basis and to sign the box indicating that they have
had this conversation
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Textbooks
Textbooks are issued to students by their classroom teachers. Students assume full responsibility for the security of
their own textbooks. Should books be lost, stolen, damaged, or defaced after issuance to a student, that student will
be required to pay for the cost of the book before a new one is issued or at the end of the academic year. Book
fines are paid at the office. Students are required to keep textbooks covered and in good condition. Students may
not write in or deface their textbooks.
As FTA students also takes classes at local community colleges, the school implements a policy governing the
purchasing and care of these books:
The school will purchase or reimburse families for textbook purchase for the following Community
College courses only: Biology, Physics, Chemistry and Foreign Language. All other courses are “elective”
and not required for High School graduation. Parents assume all fees and costs associated with elective
courses.
Materials for the Read 180 course and Vocabulary building books are provided for students to be able to use, write
in and keep for future reference. Each student will be provided these materials at no cost. If lost or stolen, students
will be charged a replacement fee.
Novels purchased on the student’s behalf must be purchased for half of the cover price. All monies collected are
used to purchase additional materials for students and or fund school activities.
Visitor Policy
Any visitor entering the school grounds must register in the Office, identify themselves and the nature of their
business, and receive a Visitor’s Pass. NO STUDENT IS ALLOWED TO BRING VISITORS TO SCHOOL.
Volunteer Requirement
Parents of Film & Theatre Arts Charter High School students are responsible to contribute 17.5 hours of
service to the school each semester. Students may serve these hour times. Hours may be set up with the office.
Parents who do not contribute 17.5 hours of service per semester will be put on probation and, at the end of the
year, their status will be reviewed.
Work Permits
No minor under eighteen years of age is allowed to work without a work permit. Students can obtain a “School
Verification for a Work Permit” and a “Request to Issue Work Permit” from the Office. Students must have a
minimum of a 2.0 GPA to obtain a work permit.
FTA Bus Rules
1.
2.
Remain seated.
Refrain from unnecessary noise, singing, whistling, loud conversation or boisterous
conduct.
3. Keep all parts of the body inside the bus.
4. Be courteous.
5. No eating, drinking, or gum chewing.
6. Do not wear shoes with cleats or spikes.
7. Do not carry hazardous articles or weapons on the bus.
8. All other school rules will be followed on the bus.
Consequences for not following bus rules:
First Offense: Student will receive a written warning with a copy to the principal.
Second Offense: Student will be denied transportation for three days.
Third Offense:
Student will be denied transportation for the remainder of the semester, or two months,
whichever is longer.
Drug/Alcohol Policy
FTA is a 100% drug and alcohol free campuses. The School ensures a drug and alcohol free campus while enabling
students who are struggling with drug and/or alcohol abuse to receive the treatment they need. The school-site
administrator has the discretion to expel students involved with drugs/alcohol or enter such students into a
disciplinary probation period.
Smoking on Campus
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Parents and visitors are asked to support the school’s effort to maintain Film & Theatre Arts Charter High School
as a “Smoke Free Zone.” Please refrain from smoking on campus or at any school event or activity.
Gang Policy
The school’s Gang Policy balances the need to maintain student/campus safety with our responsibility to help
identified students out of a dangerous lifestyle. The school-site administrator has the discretion to expel students
involved with gangs or enter such students into a 2-Strikes disciplinary probation period. The school site
administrator should follow these guidelines when deciding which route to take:
 Where gang-related activity is the cause of a major violation of the student code of conduct (majorviolation is regarded as one where a long-term suspension or an expulsion is the consequence), such
students should be moved immediately towards expulsion.
 Where gang-activity is identified, but not an immediate threat to school/campus safety, administrators
should enter the student into disciplinary probation with a gang intervention plan.
Film & Theatre Arts Charter High School Returning Student Policy
Enrolled students may at any time request to transfer to another school. We will encourage them to stay, especially
if it is between semesters. In a situation that a student does leave the following policy will be in place if they want
to return. This same policy applies to students who have been asked to leave the school for an academic or
behavioral reason.
In order to be eligible to return the student must have attended FTA for at least one year. The student must write
a letter to the school requesting to return and explaining why he/she wishes to return. The student must provide
official school transcripts with his/her letter. The student’s records will be reviewed and he/she must meet the
following criteria to be considered a candidate to return:



90% attendance
meet grade level expectations
No suspensions or truancies; good citizenship
Returning students will be expected to maintain model behavior and work with the school to be a spokesperson
about FTA’s advantages vis-à-vis other available options.
If a student meets the criteria and there is space available, they will be allowed in at the start of a new semester. If
there is no space available, their name will be added to the top of the appropriate wait-list.
If a student is denied, he/she may appeal his/her case to the Discipline Review Board.
Withdrawal
If a parent wishes to withdraw or transfer a student from FTA, it is his/her responsibility to notify the Principal in
writing. In some cases, the Principal may want to meet with the student’s parents as well. In addition, the student
must reapply during the open enrollment period if he/she wishes to return to FTA.
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Film & Theatre Arts High School
Discipline Rubric
(all incidents will be logged into yearly record via PowerSchool)
Nature Of
Violation
Dress Code
Violation
Disruption of
Learning Process
(excessive talking or
other distractions)
Profanity and other
verbal disrespect
Defiance
Vandalism and
Theft(student/family
will be held liable for
damages)
Bullying and other
forms of harassment
Fighting
Intoxication and/or
Possession of Drugs
or Alcohol
Level I*
Level II*
Level III*
Level IV*
 Verbal Warning
by instructor or
other school
staff. Advisor
informed.
 (Example: shirt
untucked)
 Verbal Warning.
 Advisor
informed if
incident occurs
outside of
advisory
 Detention & Parent
Contact by Office
Manager
 (Example: no
uniform shirt,
inappropriate
clothing…)
 Detention & Parent Meeting
with Administration
 Suspension
 Detention
 Parent Contact by
Advisor
 Detention & Parent
 Contact by Office
Manager
 Detention
 Parent Contact by
Advisor (or other
staff member who
reported incident)
 Detention and Parent
Meeting with Administrator
& Advisor
 Detention and Parent
Meeting with Administrator
& Advisor
 Suspension
 Suspension
 Possible Discipline
Review Board Hearing
 Detention
 Parent Meeting with
Administrator, Advisor
and/or other staff member
 Suspension
 Possible Discipline
Review Board Hearing
 Detention
 Parent Contact by
Administrator
 Detention
 Parent Meeting with
Administrator and Advisor
 Suspension
 Behavior Contract, Referral
to Counseling
 Public Apology to Entire
School Community (incl.
presentation of “special”
project on topic.)
 Suspension & Parent Meetng
w/Advisor & Administration
 Discipline Review Board
 Possible Expulsion
 Referral to Counseling
 Public Apology to Entire
School Community (incl.
presentation of “special”
project on topic.)
 Suspension & Parent Meeting
w/Advisor & Administration
 Referral to Counseling
 Detention
 Detention
 Parent Meeting
with Administrator
 Possible
Suspension
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 Suspension
 Discipline Review Board
Hearing
 Possible Expulsion
 Discipline Review Board
Hearing
 Possible Expulsion
 Discipline Review Board
 (Expulsion sought)
 Police Contacted
 Discipline Review Board
 Possible Expulsion
134
 Public Apology to School
Community (incl.
presentation of “special”
project on topic.)
 Police Contacted (if
appropriate)
 Police Contacted
 Discipline Review Board
(expulsion sought)
Distribution of Drugs
or Alcohol
 Police Contacted
 Discipline Review Board
(expulsion sought)
Possession of a
Weapon
* Levels indicate the seriousness of the violation and/or the threat to student learning and
well-being posed by the particular behavior and are not necessarily correlated directly to
the number of incidents recorded
Consequence Flow Chart for “minor” violations *
DETENTIONS OR GUIDED
STUDIES ACCRUED IN A
MONTH
6
10
CONSEQUENCES
LEVEL
A) Conference wth Advisor, Parent
& Administrator
B) Discipline Review Board
Conference – every month after the
1st
Student and Parent must go before
the Discipline Review Board.
Grade Level Coordinator
Discipline Review Board
*Each student begins each month with zero (0) detentions and zero (0) Guided Studies.
*At 10 detentions or Guided Studies in one month, a student and his/her parent must go before the
Discipline Review Board and will be placed on probation.
*At 20 detentions or Guided Studies accumulated over the course of a quarter, a student and his/her
parent must go before the Discipline Review Board and will be placed on probation.
*Our discipline policy states clear expectations and consequences and includes periodic parent notification,
meetings with grade level teachers, counselor, and administrator intervention, with progressive
consequences as infractions increase.
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Parent-Student Handbook Sign-off Sheet
I hereby certify that I have read the parent-student handbook, and I understand
my rights and responsibilities.
Student Name ________________________________
Student Signature__________________________ Date ________
Parent Name __________________________________
Parent Signature__________________________ Date ________
*Form must signed and returned to the main office to be filed in
student’s permanent school file.
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FUNDING MODEL – DIRECTLY FUNDED
FTA will be a directly funded charter school.
BPSC’s other school is directly funded and this model has worked effectively to date.
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DISSEMINATION OF PRACTICE
BPSC and FTA are committed to collaborating closely with LAUSD in order to share
best practices and learn from each other. FTA will share practices with LAUSD in the
following areas: effective teacher performance evaluation and student assessment
systems, responsible parent and student involvement in school, and narrowing the
achievement gap among students of various backgrounds.
Big Picture Schools California and FTA intend to maintain at all times both formal and
informal interactions and communications with the District and with other schools in
order to foster learning and sharing. Big Picture Schools California will have at least one
representative attend the annual California Charter Schools Association Conference.
FTA will host regular school visits and open houses, share original charter materials and
communicate electronically on an ongoing basis.
Because BPSC is a charter school developer with a network of charter schools, LAUSD
will derive added value from their relationship with our organization. As additional Big
Picture schools open in our state, BPSC will be positioned to can disseminate a wide
variety of replicable, network-wide best practices on personalized, real-world learning.
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MISCELLANEOUS PROVISIONS
Severability
The terms of this charter are severable. If, for any reason, any provision hereof shall be
determined to be invalid or unenforceable, the validity and effect of the other provisions
hereof shall not be affected thereby.
No Waiver
No waiver of any provision of this petition shall be deemed or shall constitute a waiver of
any other provision. Nor shall such waiver constitute a continuing waiver unless
otherwise expressly stated.
Assurances
FTA intends to adhere to federal, state, & judicial mandates including Section 504,
American Disabilities Act (ADA), Office of Civil Rights (OCR) and the Chanda Smith
Consent Decree. Other assurances can be found throughout the charter petition.
Memorandum of Understanding
FTA and Los Angeles Unified School District will enter into MOUs setting forth the
obligations of each respective party for each service rendered by LAUSD. It is
understood that LAUSD sets the fees for the services it renders.
Relationship with COE and CDE
FTA agrees to provide a copy of its approved charter to the Los Angeles County Board of
Education and California Department of Education.
Minimum Age Laws
FTA agrees to comply with minimum age laws.
Education Code
FTA will comply with Education Code Sections 47611 (STRS) and 41365 (Revolving
Loan Fund), and all laws establishing minimum age for public school attendance.
BYLAWS OF BIG PICTURE SCHOOLS CALIFORNIA
See Attached.
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