Discovery Charter School Renewal Petition 2011
About Discovery Charter School
Discovery Elementary School was built in 1993 and consists of self-contained
classrooms in grades kindergarten through third, departmentalized classrooms in
grades four through eight, and a preschool that is nationally accredited by the
National Association for the Education of Young Children (NAEYC). Discovery
Charter School opened as a public school of the Chula Vista Elementary School
District (CVESD) in 1993. In 1994 a contingent of parents, staff and community
supporters approached the CVESD Board with the idea of an innovative program
for the creation of a charter school. In 1995 Discovery Charter School opened its
doors as a conversion charter authorized by the Chula Vista Elementary School
District. Discovery Charter School, though fiscally independent, maintains a very
collaborative and cooperative partnership with the Chula Vista Elementary
School District, its authorizing agent.
Located in the Rancho Del Rey neighborhood of Chula Vista, California, Discovery
Charter School serves a culturally diverse population with 12 home languages
spoken among its English language learners. Discovery is a Targeted Assistance,
Title 1 School with 21% of students eligible to receive free or reduced lunch.
Current enrollment is approximately 780 students, but growth is anticipated with
the expansion of a middle school program. This expansion is upon the request of
the school community and their desire to have their students attend a smaller,
familiar and more individualized program of instruction in the middle school
years. The addition of a 7th grade is planned for the 2011/2012 school year with
8th grade being added in 2012/ 2013.
Discovery Charter School follows a year-round school calendar that consists of
180 days of instruction, from approximately July to June. The school day for all
students is approximately 6.5 hours per day Monday through Thursday and four
hours per day on Friday. The shortened day is designed to allow teachers
additional time to collaborate and articulate about the instructional program and
the needs of students. An extended instructional day and/or intersession
program is provided to identified at-risk students when funding is available.
Discovery Charter School is a non-sectarian school supported by public dollars.
Discovery Charter School does not discriminate against any pupil on the basis of
ethnicity, natural origin, gender, sexual orientation or disability.
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Discovery Charter School Renewal Petition 2011
Our Vision / Mission Statement
The goal of the educational experience at Discovery Charter School is for every
student to acquire and demonstrate strong academic and social skills, and adopt
a disposition that inspires them to proceed in life as academically prepared, civicminded, caring citizens of society. Research-based units of study and promising
practices and strategies are utilized to ensure that all students are prepared to
meet the demands of the 21st Century workplace. This fusion of content area
subject matter and highly effective instructional practices creates a dynamic,
rigorous and relevant learning environment for all students. The integration of
problem solving, inquiry, and project-based outcomes enhances civic
participation in today’s society and tomorrow’s world.
Element A
Educational Program
Discovery Charter School is a Pre-K through 8th grade 21st Century Learning
Academy committed to preparing students for success by infusing the 5 C’s of
21st Century Learning: Communication, Collaboration, College and Career
Readiness, Critical Thinking and Inquiry Skills, and Computer and Technology
Literacy. The California State Standards are the fundamental requirements of all
lessons and are brought to life through rigorous and relevant instruction.
Instructional Model
As a fundamental requirement of lesson design, units of study are developed
using the International Center for Leadership in Education’s Curriculum Matrix,
which correlates California state standards and assessments to the National
Common Core Standards. The core instructional program at Discovery Charter
School establishes a strong and solid foundation in reading, writing and
mathematics in grades K-3, which provides in grades 4-8 the cornerstone for the
transfer and application of skills to a dynamic inquiry-based STEM and literacy
curriculum, along with opportunities to demonstrate learning through projectbased outcomes. Technology is a key component that is infused in instruction
throughout all grade levels. Research-based strategies and practices are utilized
to ensure that all students engage in activities that challenge them to high levels
of learning. Within the classroom, a culture of creativity and innovation provide
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Discovery Charter School Renewal Petition 2011
opportunities for students to explore their unique talents, skills and/or academic
interests. This integrated approach to lesson design supports dynamic learning
for every student every day.
Curriculum
The objective of an integrated STEM curriculum is to engage, inspire, and
empower a community of learners in thinking, collaborating, innovating, and
creating for the future.
Elementary Grades (K-3)
STEM-based units of study are developed utilizing the California State and
National Common Core Standards in English/Language Arts. Foss Science kits and
the McMillan McGraw-Hill Science textbook provide the instructional content for
each unit. The incorporation of GLAD strategies and elements of The Rigor and
Relevance Framework ensure that subject matter content is used to scaffold
subject matter content while simultaneously developing students’ higher order
thinking skills.
Upper Grades (4-8)
FOSS Science inquiry-based investigation kits are integrated with reading and
writing activities throughout the day. Readers’ and Writers’ Workshop in the
language arts block incorporate STEM- based literature and writing across
genres. The Rigor and Relevance Framework of the International Center for
Educational Leadership is assimilated in the lesson design to engage students in
tasks that activate critical thinking skills to solve real-life issues. To prepare
students for the 21st Century, each unit of study also incorporates essential skills
from one or more of the 5 C’s: Communication (oral and written), Collaboration,
College and Career Readiness, Critical Thinking Skills, and Computer and
Technology Literacy.
Middle School (6-8)
The Middle School program, when fully expanded, is designed to accelerate
learning for Advanced Placement and Honors students, as well as augment
learning for students who require an intervention program to prepare them for a
successful transition to a higher education setting. Through a departmentalized
approach to instructional delivery and alternative core curriculum, students
receive differentiated lessons and appropriate pacing to meet their individual
needs. Through a partnership with South Bay YMCA students will also
participate in Leadership Training Seminars and Delegate Assemblies and enjoy
recreation activities through the YMCA Teen Center.
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Discovery Charter School Renewal Petition 2011
Science
Technology
Engineering
Mathematics
4-5
Middle School
6-8
STEM Themed
Units of Study
Readers’ &
Writers
Workshop
Readers’ &
Writers’
Workshop
21st Century
Skills
STEM
STEM
21st Century
Skills
21st Century
Skills
Rigor &
Relevance
Rigor &
Relevance
GLAD
GLAD
K-3
Rigor &
Relevance
GLAD
Engineering in Elementary
PowerSpeak
Easy Tech
Aha! Math Aha! Science
Achieve 3000
ILE Math 24
RtI
Ongoing Assessments/Data Review
DRA, TPRI, FRI, SIPPS, OARS
Parental Involvement
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RtI
Discovery Charter School Renewal Petition 2011
Other Core Curriculum Includes:
enVision Math
California Vistas Social Studies
Reach (ELD)
Physical Education
Supplemental learning opportunities such as the Fine Arts (Music & Art),
Junior Achievement’s financial literacy, YMCA leadership training, and Mega
Skills/Tribes are included as well.
Support for All Learners
Using individual student profiles created from multi-source data (DRA, DSA, TPRI,
OARS, etc.), interventions, supports, and challenge opportunities will be
deployed during the integrated block for differentiation. Resources used during
this differentiation block to meet the needs of the full range of learners, from
“at-risk” to GATE include:
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Flexible Grouping
Differentiated Instruction
Computer Assisted Learning
Research-Based Curriculum
Ongoing Monitoring and Assessment
English Learners
Discovery Charter School is proud of its diverse student population that is
comprised of many ethnic and language groups. Discovery currently provides
services to students of 12 various language groups and 23 different ethnic
groups. The needs of these students are met through the supplemental support
services of an English language assistant and multiple instructional support
services, including but not limited to: extended day and extended year
programs, computer assisted instructional programs, explicit and direct, whole
and small group instruction with staff utilizing GLAD strategies and ELD support
materials. Parents of English learners are encouraged to participate in the
numerous activities, events and educational opportunities available such as onsite CBET classes, the English Learner Advisory Committee, District English
Learner Advisory Committee, Discovery School Subcommittees and Discovery
Parent/Teacher Committee (PTC). Every attempt is made to provide translation
services at meetings, conferences and school events and activities.
Parent Partnership
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Discovery Charter School Renewal Petition 2011
Achieving our vision and goal requires a strong partnership between Discovery
Charter School staff, parents, and the school community. Parental involvement
is vital to the success of this partnership and to fulfilling a joint commitment.
This requires that parents agree to:
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Support the teaching of academics and social skills in the home
Have their children in school and on time every day.
Volunteer to support the school/staff a minimum of 3 hours each
quarter.
Have students in grades 4-8 complete a minimum of 3 hours of
community service each quarter.
Support Discovery Charter School’s Discipline Plan.
Uphold Discovery Charter School’s Parent/Student/School Compact.
Attendance / Tardies
Discovery Charter School places a high value on student attendance and
punctuality. Students are expected to be in school every day unless they are ill
or have a medical emergency. Learning to be in school and on time teaches
students to develop lifelong habits that are required for employment and career
advancement later in life. At Discovery Charter School, perfect attendance is
recognized during school-wide assemblies at the end of the first semester of
school and again at the end of the school year. Students having perfect
attendance for the entire school year receive certificates and medals.
 Student attendance is monitored on a daily basis. Students are expected
to be on time and in attendance every day.
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Parents are notified when their child has demonstrated a pattern of
excessive absences or tardies and are reminded of their legal obligation
to send their children to school.
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Parents are required to notify the attendance clerk when their child will
be absent.
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Excessive absences and/or tardies result in student truancy and a student
may be referred to the CVESD School Attendance Review Board for
sanctions or legal action.
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Discovery Charter School Renewal Petition 2011
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Independent study contracts are available for students who have given
advance notice for an unexcused absence.
Element B
Measurable Pupil Outcomes
As a Pre-K through 8th grade 21st Century Learning Academy, Discovery Charter
School requires that our Measurable Pupil Outcomes be based on the Five C's of
21st Century Education.
Communication
The ability to effectively convey knowledge and express creative ideas, interests,
and values through a common system of oral, written, and nonverbal exchange
of information in various forms and contexts.
Students will:
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Acquire communication skills through reading, writing, and public speaking.
Express learned concepts effectively.
Utilize communication as a means to inform, instruct, motivate, or persuade.
Participate in second language opportunities (dual immersion and middle
school program elective).
Collaboration
The ability to work effectively and respectfully with diverse teams and to be
open and responsive to new and diverse perspectives, recognizing each
individual's viewpoint as a valuable piece of the collaboration process.
Students will:
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Exercise flexibility and possess willingness to make necessary compromises to accomplish a common goal.
Assume shared responsibility for collaborative work.
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Discovery Charter School Renewal Petition 2011
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Develop, implement, and communicate effectively new ideas to others.
Provide input and feedback.
View lack of success as an opportunity to learn; understand that creativity and innovation are part of a long-term, cyclical process of small successes and frequent mistakes.
College and Workplace Readiness
21st Century living and work environments necessitate more than thinking skills
and content-based knowledge. Competency in five areas (flexibility/adaptability,
initiative/self-direction, social and cross-cultural skills, productivity and
accountability, and leadership/responsibility) is desired for all students.
Successful navigation of such complex environments demands students' rigorous
attention in order to develop adequate life and career skills in this global and
competitive information age.
Critical Thinking and Problem Solving
Critical thinking and problem solving involve logical thinking, reasoning,
examining information from a different perspective, and using it in a manner not
originally intended. Some critical thinking/problem-solving skills are:
comparison, classification, sequencing, cause/effect, patterning, webbing,
analogies, deductive and inductive reasoning, forecasting, planning,
hypothesizing, and critiquing.
Students will:
Reason Effectively
 Use various types of reasoning (inductive and deductive) appropriate to
the situation and reflect on the outcome.
 Understand the real world limits to adopting new ideas.
 Practice logic and reason through project-based activities to gain new information.
Make Judgments and Decisions
 Examine and evaluate evidence, arguments, claims, and beliefs.
 Examine and evaluate alternative points of view.
 Synthesize and make connections between information and arguments.
 Interpret information and draw conclusions based on the best analysis.
 Reflect critically on learning experiences, processes, and outcomes.
Solve Problems
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Solve various kinds of unfamiliar problems in both conventional and innovative ways.
Ask significant questions that clarify various points of view and lead to
better solutions.
Know how to access resources to contribute to the problem-solving process.
Computers and Technology
Students will:
Analyze Media
 Understand the purpose for constructing media messages.
 Understand and utilize the most appropriate media-creation tools and
utilize the most appropriate expressions in multi-cultural environments.
 Apply technology effectively.
 Use technology as a tool to research, organize, evaluate, and communicate information.
 Create media products (Power Points, blogs, videos, etc.) that have a successful application in a 21st Century classroom.
 Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media and information technologies.
Element C
Plan for Evaluating and Reporting Pupil Performance
In accordance with California Charter Law Provisions and the Memorandum of
Understanding (MOU) between the CVESD and Discovery Charter School, pupil
performance data is submitted and/or reported annually to the Superintendent
and Board of Education of the Chula Vista Elementary School District.
The assessment tools used at Discovery Charter School are standardized, authentic and/or performance-based and are aligned to measure progress on the State
of California Content and Performance Standards in English Language Arts,
Mathematics, Science, and English Language Development. Student progress is
also measured against established goals in the Local Education Agency Plan
(LEAP) and performance targets and proficiency standards as determined by the
2000 No Child Left Behind Legislation (NCLB).
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Discovery Charter School Renewal Petition 2011
In order to have a more complete picture of a student’s academic progress, Discovery Charter School elects to monitor academic progress and mastery of skills
based on the following beliefs about instruction and assessment:
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Different types of assessments must be utilized, including but not
limited to: summative, formative, performance-based, and diagnostic.
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Assessments focus on a student’s progress toward proficiency on
the grade level Standards for the State of California.
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Assessments promote and support reflection and self-evaluation
by students, teachers, and support staff.
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The Standards and learning outcomes are communicated to and
understood by students.
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Student assessment occurs regularly and frequently through observation and anecdotal records.
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Classroom teachers and support program specialists collaborate
about student performance on a bi-weekly basis. The OARS
(Online Assessment Reporting System) data system, Achieve 3000
KidBiz, and Imagine Learning English (ILE) usage and performance
reports guide the conversations and help teachers to develop improved teaching strategies, and adjust instruction, as needed.
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Grade level and vertical teams use data from ongoing pre and
post-assessments aligned with state standards to measure student progress and to design instruction to meet the individual
needs of students at all stages of the learning spectrum.
Some of the assessments in current practice include:
Standardized:
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California Standards Test (CST).
California Modified Assessment (CMA).
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Discovery Charter School Renewal Petition 2011
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California Alternative Performance Assessment (CAPA).
California Standards-based Test in Spanish (STS).
California English Language Development Test (CELDT).
District Designated:
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Local Measures Assessment in Reading, Writing, Math &
Algebra.
Language Acquisition Scale (LAS) Links English.
CST Blueprint Assessment - Forms A & B.
Texas Primary Reading Inventory (TPRI) Test – (RSP).
Physical Education Test of Fitness (grade 5).
Site Designated:
TPRI (Texas Primary Reading Inventory) early reading assessment) / tri-annually.
SIPPS (Systematic Instruction in Phoneme Awareness, Phonics,
and Sight Words) / every 4-6 weeks.
California Summative Tests/ quarterly.
enVision Math Topic Tests /every 2-3 weeks.
enVision Math Benchmark Tests / quarterly.
DRA (Developmental Reading Assessment) / tri-annually.
Teacher developed weekly tests and quizzes.
National Geographic/REACH English language development tests.
Authentic Assessments:
Projects
Exhibitions
Portfolios
Student journals, and reflection and learning logs
Minimally Required Performance Levels
Discovery Charter School staff and parents expect high levels of performance for
students and their learning outcomes. The minimally accepted performance level
in core instruction is 80%. Any student receiving a ‘2’ on a quarterly progress
report is required to attend the extended day program or intersession. These
extended learning opportunities are designed to provide small group instruction,
tutoring, and additional support in language arts, mathematics and/or ELD.
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Discovery Charter School Renewal Petition 2011
Response to Intervention (RtI)
Discovery has a deep understanding and appreciation of its imperative to carry
out instruction that benefits all students. Discovery’s multi-faceted instructional
program and curriculum have been designed to provide first teaching that is
rigorous, relevant, robust, and accessible for all students. To safeguard every
student’s continued attainment of essential academic skills and growth,
Discovery devotes significant personnel and resources to its RtI Plan. Discovery’s
RtI Team consists of administration, a certificated lead intervention teacher, and
four trained/supervised paraprofessionals. Student monitoring, utilizing
intensive analysis of state, district, site and alternative assessment data for every
child occurs when grade level teams share achievement and anecdotal data. In
addition, the RtI Team assesses each student at the beginning of every school
year to identify potential gaps in foundational reading skills. The RtI team
analyzes this data to develop a plan and recommend specific interventions.
Support services provided by the SIPPS teams, EL assistant or Special Education
staff are deployed as indicated. The RtI team further helps teachers modify
instructional practices and provides ideas for differentiated classroom
assignments and homework to meet the specific needs of the student. Through
student monitoring and the RtI process, the individual needs of students are
quickly identified, efficiently addressed and diligently monitored for progress.
Discovery Charter School is implementing a research-based RtI process that
supports all learners and includes the use of the following research-based
curriculum and associated assessments:
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Inside (Alternative core curriculum for 4th grade and up)
SIPPS (primary grades)
Linda Mood Bell
TPRI
DSA
DRA
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Discovery Charter School Renewal Petition 2011
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Discovery Charter School Renewal Petition 2011
Element D
Governance and Operation
At Discovery Charter School we believe in being a community of learners. As a
community of learners we all share in the responsibility of developing and
implementing programs that are child-centered and focused on the
development of each student’s sense of self worth. Powerful learning for all
students occurs through a thinking, meaning-centered curriculum which results
in skills, knowledge, attitudes and beliefs that transfer to the student’s personal
and professional life. The purpose of a 21st Century Education is to prepare every
student to be:
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A person with high capacity in the 5 C’s: Communication,
Collaboration, College and Career Readiness, Critical Thinking
Skills, Computer and Technology Literacy.
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A lifelong learner.
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A contributing member of a democratic and diverse society.
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A cooperative and productive member in the world of work.
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A multi-culturally aware citizen.
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A success in academic endeavors.
Essential to providing learning for every student is the development and
implementation of our “philosophy of pedagogy” (the process of teaching). Our
philosophy about how we learn is the specific set of beliefs and values outlined
in Element A. The entire school community sets the agenda and makes decisions
collaboratively and in accordance with Discovery Charter School’s vision and
mission. The philosophy affects how we approach student curriculum,
instruction, assessment, student outcomes, and the governance thereof.
At Discovery Charter, governance is defined as the communication and decisionmaking processes that occur across and between all areas of school-wide
operation. Successful governance and the implementation of the vision and
mission of Discovery School’s charter depend on the ideas and active
involvement of each of the school’s community stakeholders: students, teachers,
administrators, classified staff, parents and community members. To ensure
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Discovery Charter School Renewal Petition 2011
effective governance that is inclusive, efficient, reflective and results-oriented,
the governance at Discovery Charter will be organized into three branches:
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The Board of Directors
The Executive Committee
School-Wide Subcommittees
Each governance branch has specific decision-making roles and responsibilities.
Each branch agrees to commit to collaborative cooperation between branches so
that the school community as a whole contributes to setting the agenda and
making decisions together in the best interest of the students.
The roles and responsibilities of Discovery Charter School’s three branches of
governance are:
Board of Directors:
i. Responsible for fiduciary health and student achievement
of Discovery Charter School.
ii. Positively supports Discovery Charter School on campus
and in public.
iii. Maintains compliance with agreements indicative of a
well-organized school.
iv. Measures and monitors the implementation of general
policies of the school.
v. Approves and monitors the school’s annual budget.
vi. Ensures compliance with applicable laws such as the
Brown Act and conflict of interest.
vii. Approves student and parent policies including, but not
limited to: Admissions and disciplinary policies, (including
suspension and expulsion).
viii. Resolves staff grievances.
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Discovery Charter School Renewal Petition 2011
ix. Approves all contracts and expenses in excess of amounts
predetermined in the Local Education Agency Plan (LEAP).
x. Approves and monitors management of school liabilities,
insurance, health, safety and risk-related matter.
xi. Ensures that Discovery Charter is fair and inclusive in its
hiring and promotion policies for all board, administration,
and employee positions.
xii. Monitors the work of the committees to ensure that core
principles and general policy guidelines are translated into
effective operational programs and procedures.
xiii. Serves as an appeal agent related to personnel matters
and due process procedures.
The Board of Directors does not:
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Involve itself in program implementation
Manage purchasing of routine, budgeted items
Oversee staff beyond the Executive Director
The Executive Committee:
i. As the facilitator of the school’s operation, the Executive
Director will facilitate the meetings of the Executive
Committee. The Executive Director retains both the
authority and the responsibility for creating an
environment that supports instruction and for managing
the day-to-day operation of the school.
ii. The Executive Committee ensures that Subcommittees
and the entire school are moving in the direction of the
school vision and mission. All members will ensure that
the decisions, practices, and proposals lead toward the
vision and mission.
iii. Serves as the clearinghouse for information so that all
Subcommittees communicate and coordinate with one
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Discovery Charter School Renewal Petition 2011
another rather than operating in isolation to prevent
duplication of efforts. All members of the Executive
Committee must report progress made in their
Subcommittees on the recommendation that the Board of
Directors has made.
iv. Monitors the progress of the Subcommittees and all other
groups in the school to ensure that everyone stays on
track with the inquiry process (a systematic way of
problem-solving and conveying information). The
Executive Committee helps the Subcommittees move
forward if they are facing obstacles in completing their
goals.
v. Develops and refines recommendations to be considered
by the school as a whole, and ultimately the Board of
Directors. Once the Subcommittees get to the point of
proposing a pilot action plan, they present them to the
Executive Committee to discuss together. The Executive
Committee jointly recommends proposals to the school as
a whole for voting and consensus.
vi. Represents Subcommittees and the school as a whole in
recommending the agenda to the Board of Directors.
vii. Assists administration in supporting and maintaining the
vision and mission of the school.
School-Wide Subcommittees:
i. In collaboration with the Executive Committee, utilizes the
inquiry process to research, develop, and propose to the
board of directors, programs, policies, and/or procedures
that support the vision and mission in the service to
children.
ii. In collaboration with the Executive Committee, utilizes the
inquiry process to research, develop, propose and/or
recommend to the Board of Directors, curriculum, staffrelated programs, policies, and procedures such as, but
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Discovery Charter School Renewal Petition 2011
not limited to: text-books and related curriculum,
professional development, salary and benefits, etc.
iii. All staff employed by or assigned to Discovery Charter
School shall serve on at least one Subcommittee or the
Executive Committee.
iv. Subcommittees shall be inclusive of all stakeholders, i.e.,
teachers, classified employees, parents and community
members.
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Element E
Employee Qualifications
All individuals employed by Discovery Charter School must possess the key
competencies, knowledge, skills and abilities as identified in the charter and
position descriptions to effectively contribute to the social, civic, character, and
academic development of each student. The employees of Discovery Charter
School are reflective of the diversity of the community. All employees of
Discovery Charter School will be employees of the Charter and must comply with
the California Standards for the Teaching Profession and qualifications for
individuals to be employed by the School. It should be noted that Discovery
Charter School is a non-union school. Employees do not gain seniority as a
Charter employee. In partnership with the District, Discovery Charter School
shall have the sole responsibility and authority to determine staffing levels, and
to select, evaluate, assign, discipline and transfer personnel consistent with
federal and state laws, rules, and regulations (unless waived by appropriate
authorities), consistent with the Charter School Business Agreement (MOU).
Employee Definition
Discovery Charter School employees fall under one of the below categories:
Certificated Employees: Meet state licensing requirements, conform to
provisions of “highly qualified teachers”, psychologist, physical education, and
fine arts.
Classified employees: business manager, classroom instructional assistants,
library media technician, library media assistant, school secretary, business clerk,
health attendance clerk, and ELL assistant.
The resource specialist program teacher, special education instructional
assistant, school psychologist, child nutrition services personnel and SCIA’s are
district resources provided by the school district and thus employees of CVESD.
Key Qualifications
In addition to the competencies, knowledge, skills and abilities listed in the
employment postings, below are selective factors unique to Discovery Charter
School that each employee must possess:
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Discovery Charter School Renewal Petition 2011
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Willingness to embrace and commit to the Vision and Mission of
Discovery Charter School.
Commitment to involve all Discovery Charter School stakeholders.
Evidence of organizational ability, interpersonal skills and
behavioral management.
Willingness to take on responsibility beyond the contracted workday.
Commitment to advance the concepts incorporated within the
Discovery School Charter.
Commitment to participate in the school governance model.
Knowledge of proven teaching strategies and methodologies.
Knowledge of, or willingness to be trained in, 21st Century
Education and project-based learning.
Commitment to school wide foci: literacy, science, technology,
engineering, and mathematics.
Knowledge and ability to implement technology to enhance
teaching and student learning.
Commitment towards progress of grade level standards and
student achievement.
Commitment to promote parent involvement and to improve
student attendance.
Plan and deliver appropriate instruction for all students including
those identified as having a learning disability.
All certificated employees and certificated support staff (not including
administration) must have:
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Multiple subject teaching credential or equivalent
CTEL certification, CLAD/LDS or SB1969/SB395 or a BCLAD
Certification
Compliant with NCLB requirements
Hiring Process
The selection and appointment process for Discovery School charter staff
members shall be done through a collaborative process with the Discovery
School and CVESD Human Resources Department. As per the MOU
(Memorandum of Understanding) between Discovery Charter School and CVESD,
the District will perform all criminal background checks or screenings on all
employees in the same manner it would if the employees were managed by the
District (Article 10f).
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Discovery Charter School Renewal Petition 2011
Positions will be filled by posting employment positions within and outside of the
District as part of the “post and bid” process and timelines. The Executive
Director of DCS will submit posting requirements regarding DCS drafted
qualifications and specifications as determined by the criteria of the impacted
grade level or department. In the event that no applicants satisfy Discovery
Charter’s requirements for the position, the Executive Director then either readvertises the position within the district or initiates a more extensive search for
qualified candidates beyond the district postings.
The Executive Director of Discovery Charter School reserves the right to
recommend the hiring, placement, or dismissal of certificated and classified
employees. Discovery Charter will be responsible for creating a list of
qualifications and responsibilities to be included in employment postings. After
the initial application process at the district level, the Interview Committee and
affected grade level representatives will conduct a paper screening of the
qualified candidates and conduct interviews with those selected candidates of
the highest quality. A panel comprised of The Executive Director or his/her
designee shall conduct follow-up reference checks prior to making the final
selection. An interview committee comprised of teachers, a classified employee
and a parent will serve in an advisory role for the final selection. The Interview
Committee’s additional processes to evaluate prospective employees include,
but are not limited to: a review of a candidates portfolio, demonstration lessons,
and other evidence of good teaching practices as defined in the DCS Teacher
Evaluation Process. In the event that no qualified candidate is selected by the
Interview Committee, the position will be reposted and a more extensive search
for qualified candidates will be conducted. A final approval for hire of a selected
candidate will be made by the DCS Executive Director, presented to DCS Charter
Board, and submitted to CVESD Human Resources Department for processing.
Discovery Charter School will have the authority, consistent with state law, in
partnership with the superintendent and through a collaborative process
involving staff and community to select and employ each administrator and to
hold her or him accountable for the success of the school. The authority shall
include but not be limited to the authority granted the superintendent pursuant
to education code 44951.
Professional Development
Professional development is an integral and mandatory aspect of employment at
DCS. There is an expectation that all staff will become trained and
knowledgeable in curriculum, strategies and best practices, and will implement
their newly acquired skills, methodologies and practices. Technology skills and
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Discovery Charter School Renewal Petition 2011
the extent of integration of technology into everyday curriculum is an
expectation and will be emphasized.
Agreement
All employees of DCS are “at- will, term employees” and thus are employed on a
year-to-year basis, unless otherwise noted in the DCS Employment Agreement.
All employees of Discovery Charter School are required to sign an annual
employee agreement, when and if, they are asked to continue their employment
with DCS for an additional year.
Employee Evaluation
Certificated and classified employees of DCS are evaluated annually by the
Executive Director or his/her administrative designee.
Classified employees are evaluated based on observations and performance in
specific job areas.
Certificated classroom employees are evaluated based on the achievement of
students as evidenced by scores on standardized tests, review of teacher
performance by peers, teachers’ participation in school programs and events,
and the principal’s review of teachers’ overall performance.
Compensation
The salary model for Discovery Charter School will be based on the Districtapproved “step and class”. Teachers new to DCS will be given credit based on 10
years of experience as verified by CVESD Human Resources Department.
Discovery Charter School will maintain a salary schedule that is competitive and
annually approved by the Board of Directors.
Employment Policy and the Common Law
Discovery Charter School is an equal opportunity employer. It is the policy of
Discovery Charter School to prohibit discrimination and harassment of any type,
and to afford equal employment opportunities to employees and applicants,
without regard to race, color, religion, sex, national origin, age, disability, genetic
information, or veteran status. Discovery Charter School will conform to the
spirit as well as the letter of all applicable laws and regulations.
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Employment with Discovery Charter School is voluntary and employees are “at
will", subject to termination with or without cause. Nothing in these policies
shall be interpreted to be in conflict with or to eliminate or modify in any way
the employment at-will status of Discovery Charter School employees.
Element F
Procedures to Ensure Heath and Safety of Pupils and Staff
Discovery Charter School is committed to providing a safe, nurturing, healthy and secure
learning environment in which every member of the school community will grow and
prosper. Evidence of safety practices are: each employee on campus must pass the
State of California and County of San Diego mandated background checks with
fingerprinting; zero tolerance for employees and volunteers under the influence of
illegal drugs; the use of tobacco and tobacco related products is not permitted while on
campus; Discovery Charter’s Safe School Plan is followed and updated on a yearly basis;
and implementation of the campus’ Emergency Procedures Plan in conjunction with
CVESD which addresses seismic safety (structural integrity and earthquake
preparedness), natural disasters, and emergencies (requiring lock down procedures).
These protocols are reviewed and practiced during monthly fire drills; yearly disaster
drills; semiannual lockdown drills coordinated with the Chula Vista Police Department.
Evidence of health practices are: the Automatic External Defibrillator (AED) program is
maintained; each employee must have Tuberculin Skin Test (TB) clearance; a TB
screening clinic is provided on site for all employees and volunteers of the district;
District Wellness Policy practices are implemented; a full time credentialed school nurse
is available to all students and staff; the school nurse carries out all mandated
immunization review and compliance policies; health screenings, and administration of
medications in concordance with Education Code and local ordinances (San Diego
County). Staff training on first aid response and care for life-threatening emergencies
(anaphylaxis, seizures, diabetic and individualized to students) is completed on a yearly
basis. Additional detailed information on site safety and emergency response plans
are found in the “Guidelines for Handling a Crisis or Conflict at Discovery Charter”.
Discovery will continue to collaborate with CVESD to access services and support
needed to maintain the following: a safe and secure environment; the structural
integrity and operation of the physical facilities. Discovery Charter School may
pursue options to contract for services beyond the District over the course of the
Charter. All District services are reviewed and updated annually as agreed upon
in the MOU between the District and Discovery Charter School.
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Discovery Charter School Renewal Petition 2011
Element G
Means to Achieve a Reflective Racial and Ethnic Balance
Discovery Charter School will achieve a racial and ethnic balance among its students
reflective of the general population that it serves and residing within the jurisdiction of
the Chula Vista Elementary School District. Discovery Charter School shall not
discriminate against any individual (child or adult) on the basis of language, race,
religious beliefs, gender or sexual preference. Uniform Complaint policies and
procedures shall be posted in a visible place and the school’s designated Uniform
Complaint Officer shall ensure that the process and policy are adhered to and upheld.
Element H
Admission Requirements
Discovery Charter School welcomes a diverse population of students and recognizes
students’ various talents, skills and academic achievement levels; and therefore, no
student shall be denied admittance to Discovery Charter School because of race, color,
religion, national origin, creed, sex, ethnicity, sexual orientation, behavior, age, ancestry,
special need, proficiency in the English language, income, disability, or academic
achievement.
Priority admission will be given to students within the Discovery Charter School
attendance boundaries who are committed to upholding the rigorous, high-quality
instructional program demanded by all stakeholders. As per the school charter and
more specifically, the school/parent compact, parents are expected to cooperate and
collaborate in partnership to ensure an excellent program of education and instruction
for every student, as demonstrated through excellence and high performance on
quantitative and qualitative assessments and outcomes.
Element I
Financial Audit
Discovery Charter School is a fiscally independent charter authorized by the
Chula Vista Elementary School District and is operating in accordance with
AB1137 guidelines. An external auditor with experience fulfills the audit
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Discovery Charter School Renewal Petition 2011
requirement per California Education Code 47605(m) through the sponsoring
district’s (CVESD) annual audit performed in education.
The CVESD’s auditors examine Discovery’s financial statements, revenues,
expenses, attendance accounting and internal controls using generally accepted
accounting principles as applied to all schools in the Chula Vista Elementary
School District.
Element J
Pupil Suspension and Expulsion
Discovery Charter School’s discipline policy and discipline plan was developed to
ensure the safety and security of all students while on campus and while in loco
parenti. The policy and the plan are reviewed and updated annually and are
designed with three goals in mind: (1) to encourage and recognize positive
student behavior and conduct, (2) to teach accountability and responsibility, and
(3) to help students learn from their mistakes. While Discovery Charter School’s
stakeholders recognize that students may make poor choices at times, the safety
and security of all students is the primary and upmost responsibility and
expectation. In the unfortunate event that the school feels it necessary to
suspend or expel a student, the criteria for suspension and expulsion of students
at Discovery Charter School shall be consistent with the state and federal laws.
Discovery Charter School provides students due process hearings in compliance
with state and federal laws, rules and regulations, regarding discipline, special
education, confidentiality and access to records and other areas where such is
required. As per the MOU between CVESD and Discovery Charter School, CVESD
will provide due process to students attending Discovery Charter in situations
where the law requires such be provided by the district. No student shall be
expelled from Discovery Charter School without the prior written approval of the
district.
Element K
Staff Retirement System
The State Teachers Retirement System and/or Public Employees Retirement
System, as the previously established and implemented system of the CVESD,
cover all employees of Discovery Charter School.
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Discovery Charter School Renewal Petition 2011
Element L
Attendance Alternatives
As per education code, no governing board of a School District shall require any
pupil enrolled to attend a charter school. As such, Discovery Charter School
recognizes the need to provide attendance options and alternatives for students
who choose not to attend DCS. Any student whose parents choose for them not
to attend Discovery Charter School may apply for an Intra-District transfer (zone
transfer) or an Inter-District transfer as per the district’s (CVESD) open
enrollment and Inter-District transfer policies. In the event that a parent
chooses not to have their student attend DCS, transportation beyond Districtprovided transportation shall become a parental responsibility.
Element M
Description of Employee Rights
In partnership with CVESD, Discovery Charter School shall have the sole
responsibility and authority to determine staffing levels, select, evaluate, assign,
discipline and transfer personnel consistent with Federal and State laws, rules
and regulations (unless waived by appropriate authorities), consistent with the
charter and the business agreement (MOU). The Discovery Charter School
Executive Director shall have authority to select and hold accountable the
teachers and the non-instructional staff in Discovery Charter School.
No District employee shall be required to work at Discovery Charter School
(DCS).
Any employee who so desires shall be considered for employment through an
open application process, and if hired shall enter into a contractual agreement
with the agreement executed between DCS and the employee.
All DCS staff choosing to leave the Charter School will not be guaranteed
placement with the district.
Discovery Charter School shall serve as the hiring agent. Discovery Charter
School shall select teachers and non-instructional staff from applicants among
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Discovery Charter School Renewal Petition 2011
district employees and from outside the district; and assignment of staff within
Discovery Charter School shall be at Discovery Charter School’s discretion.
Because accountability to the district for teachers at Discovery Charter School is
an essential element of the Charter, and because the responsibility of the
Executive Director is critical to its success, Discovery Charter School will have the
authority, consistent with state law, in partnership with the superintendent and
through a collaborative process involving staff and community to select and
employ each administrator and to hold her or him accountable for the success of
the school. The authority shall include but not be limited to the authority
granted the superintendent pursuant to education code 44951. After the receipt
of a written request from Discovery Charter School, the superintendent, in
consultation with the Board of Education, may provide such notice if they
determine it appropriate after the exercise of statutory discretion.
Element N
Dispute Resolution Process
California Education Code Section 47605 (b) (14) requires that a charter school
designate the procedures to be followed by the Charter School and the “entity”
creating the Charter. In the case of the Discovery School charter petition, the
entity authorizing the Charter shall be the Chula Vista Elementary School District.
The Charter School shall be governed in accordance with provisions of the
Charter as described in Element 4.
In the event of a dispute relating to whether the charter has met its goals and
objectives, Discovery Charter School and CVESD shall:
a. Provide written notice to the other of the nature of the dispute
and the facts that the party believes support the failure to
comply. This notice shall be provided within 15 calendar days of
when the party became aware of the possible violation unless
there are extenuating circumstances.
b. After the receipt of notice, the District Superintendent or his/her
designee, the Executive Director and a representative of the
boards of directors shall meet to attempt and resolve the dispute.
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Discovery Charter School Renewal Petition 2011
c. The matter shall be submitted to a mediator experienced in
conflict resolution and educational issues chosen from a list of
seven names provided by the San Diego County Superintendent of
Schools.
d. The first opportunity to strike a mediator’s name off the list shall
be determined by lot. The parties shall alternatively strike until
one name remains.
e. Within 10 calendar days of appointment or as otherwise mutually
agreed, the parties shall meet to resolve the dispute. Any
agreement reached shall be written and preserved.
In the event a resolution is reached:
a. A written description of that resolution shall be drafted, signed
and preserved as guidance for future action.
Element O
Employment Relations Act
Discovery Charter School is deemed the exclusive public school employer of the
Charter school for the purpose of the Education Employment Relations Act
Element P
Closure of Charter School
The Chula Vista Elementary School District shall have the option, subject to any
limitations and/or conditions in loan or lease agreements in which Discovery
Charter School is a party, to acquire all, but not part, of the property and
equipment provided by the Charter School. DCS shall comply with all District
policies and regulations and all applicable federal and state laws concerning
confidentiality and the maintenance, disclosure or disposal of student records. A
final audit will be prepared by a certified public accountant, in accordance with
State law in order to identify assets, liabilities and other relevant financial
information.
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Glossary of Abbreviations
BCLAD – Bilingual Certificate of Language Acquisition Development
CAPA – California Alternative Performance Assessment
CELDT- California English Language Development Test
CLAD – California Language Acquisition Development
CBET – California Basic English Test
CMA – California Modified Assessment
CST – California Standards Test
CVESD – Chula Vista Elementary School District
DCS – Discovery Charter School
DRA – Developmental Reading Assessment
DSA – Developmental Spelling Assessment
EL – English Learner
ELD – English Language Development
GATE – Gifted and Talented Education
GLAD – Guided Language Acquisition Design
ILE – Imagine Learning English
LAS – Language Acquisition Scale
LEAP – Local Education Plan
MOU – Memorandum of Understanding
NAEYC – National Association for the Education of Young Children
PTC – Parent Teacher Committee
RSP – Resource Specialist Program
RtI – Response to Intervention
SCIA – Special Considerations Instructional Assistant
SIPPS – Systematic Instruction in Phonics, Phonemic Awareness and Sight Words
STEM – Science, Technology, Engineering and Mathematics
STS – Standards –based Test in Spanish
TPRI – Texas Phonics Reading Inventory
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