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APPENDICES2121729404951538087899296125127129132135137142155157162167Research Bibliography……………………………………………………………………………...Five-Year Budget……………………………………………………………………………………Cash Flow Estimate for Each Year………………………………………………………………..Articles of Incorporation…………………………………………………………………………….Bylaws………………………………………………………………………………………………...Advance Funding for Initial Expenses…………………………………………………………….Facilities Funding……………………………………………………………………………………Supporting Signatures………………………………………………………………………………Discipline Plan……………………………………………………………………………………….Parent, Student, School Compact…………………………………………………………………Child Abuse Reporting Procedures………………………………………………………………..Alliance Direct Services to Schools………………………………………………………………..Safe School Plan…………………………………………………………………………………….Standards-Based Textbook List……………………………………………………………………Interim and Final Assessment Schedule ……………………………........................................Adherence to the Brown Act ……………………………………………………………………….Employee Hiring Process…………………………………………………………………………..FERPA Confidentiality Notification………………………………………………………………...Pest Management Plan……………………………………………………..…………….…..........Teacher Agreement…………………………………………………………………………………Student Application………………………………………………………………………………….Conflict of Interest…………………………………………………………………………………...WASC…………………………………………………………………………………………………Program Improvement………………………………………………………………………………APPENDIX AResearch BibliographyResearch BibliographyWeb ResourcesIn researching background studies on the effectiveness of and strategies for implementation of small schools, the Alliance Development Team used the following websites that provide links to resources on small schools/small learning communities, including research reports, theory papers, journal and newspaper articles, “how-to” guidelines, program descriptions, and technical assistance providers.Annenberg Institute for School Reform, Brown University, Providence, RI E. Casey Foundation-Small Schools’s New American High Schools Corporation of New York for Collaborative Education for Education Reform, Washington, DC of Essential Schools, Oakland, CA City Campaign for Urban School Reform Schools Coaches Collaborative, Bill and Melinda Gates Foundation Schools Listserve Schools Project, Center on Reinventing Public Education, University of Washington, Seattle, WA Schools Workshop, University of Illinois at Chicago. Charter Schools, Page 56: Department of Education’s Smaller Learning Communities, Page 57: ReferencesAncess, J., and Ort, S.W. How the Coalition Campus Schools Have Reimagined High School: Seven Years Later. Executive Summary. New York: National Center for Restructuring Education, Schools and Teaching, Teachers College, Columbia University, 1999. Summarizes the history and outcomes of a project begun in 1992 that restructured two failing high schools into 11 small, autonomous schools, each with 300-400 students. Among the results thus far are (1) achievement at the five schools in the Manhattan cohort is the highest among the high school reform models, (2) the dropout rate for these schools is the lowest among those models, and (3) a random sample of 1998 Manhattan cohort graduates reveals a college going rate of 89 percent. Architecture Research Institute, Inc. “Small Schools Information Center.” Draws on research to provide an array of different kinds of information about small schools, including definitions, founding principles, benefits, sponsoring organizations, a bibliography, examples of exemplary small schools, publications, educational associations and organizations, and links.Ayers, W.; Bracey, G.; and Smith, G. The Ultimate Education Reform? Make Schools Smaller. Milwaukee, WI: Center for Education Research, Analysis, and Innovation, University of Wisconsin-Milwaukee, DecemberBriefly summarizes research demonstrating that well-operated small schools have a positive effect on achievement; violence, disruption, and vandalism; student sense of belonging; attendance; graduation rates; teacher satisfaction; school climate; costs; and parent/community involvement.Barker, R., and Gump, P. Big School Small School: High School Size and Student Behavior. Stanford, CA: Stanford University Press, 1964.Reports research on the relative merits of large and small schools in terms of their effects on both academic and extracurricular outcomes.Bickel, R. School Size, Socioeconomic Status, and Achievement: A Texas Replication of Inequity in Education with a Single-Unit School Addendum. Huntington, WV: Marshall University, 1999 (ED 433 986).Presents results of a replication study of the effects of school size in over 6,000 schools in Texas. In keeping with previous research conducted inWest Virginia, California, and Georgia, this study found that the achievement differential between low- and higher-SES students is considerably less in smaller schools. All students, regardless of SES, showed lower achievement as school district size increased.Cotton, K. School Size, School Climate, and Student Performance. Close-Up #20. Portland, OR: Northwest Regional Educational Laboratory, 1996.Synthesizes research on the effects of school size on student achievement, attitudes, and behavior; teacher and administrator attitudes; curriculum quality; and costs, and finds smaller schools to be superior on nearly all measures. Identifies differences between large- and small school practices that account for the differences in results.Cushman, K. “How Small Schools Increase Student Learning (and What Large Schools Can Do About It).” Principal 79/2 (November 1999): 20-22.Provides overview information about small urban elementary schools that have been created through subdividing larger schools and which are exhibiting improved student achievement and behavior as a result. Offers research findings supporting such downsizing.Dewees, S. The School-within-a-School Model. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, 1999Reviews research on schools-within-schools, defined here as “a separate and autonomous unit formally authorized by the board of education and/or superintendent [that] plans and runs its own program, has its own staff and students, and receives its own separate budget.” Advantages include greater cohesiveness and commitment; potential disadvantages include rivalries and dramatic changes in existing relationships.Duke, D.L., and Trautvetter, S. Reducing the Negative Effects of Large Schools. Washington, DC: National Clearinghouse for Educational Facilities, 2001. Reviews the research on the benefits of small schools and identifies four main ways that school systems have mitigated the effects of large school size: (1) building new small schools, (2) utilizing satellite facilities, (3) reorganizing and reallocating space in existing schools, and (4) renovating and redesigning existing schools. Discusses the advantages and disadvantages of each approach, and identifies design decisions to be considered when downsizing schools.Fine, M. “Introduction: What’s So Good about Small Schools?” In Small Schools, Big Imaginations: A Creative Look at Urban Public Schools, edited by M. Fine and J.I. Somerville. Chicago, IL: Cross City Campaign for Urban School Reform, May 1998, 2-13.Draws from research and experience to explain why small schools work well in general and especially for poor and ethnic minority students. Provides data on improvements in student achievement in small schools. Includes the perceptions of a group of students in New York about their experience in small schools. Identifies attributes of small schools that account for their success.Fine, M., and Somerville, J.I. “Essential Elements of Small Schools.” In Small Schools, Big Imaginations: A Creative Look at Urban Public Schools, edited by M. Fine and J.I. Somerville. Chicago, IL: Cross City Campaign for Urban School Reform, May 1998a, 104-112.Identifies the basic attributes that small schools must have in order to be successful, according to researchers and small school practitioners, including school size; a focus on student learning; collaborative teams of teachers, parents, and community members; honest talk among educators; accountability; and high standards for all students. Describes these in terms of “what is” and “what could be.”Gladden, R. “The Small School Movement: A Review of the Literature.” In Small Schools, Big Imaginations: A Creative Look at Urban Public Schools, edited by M. Fine and J.I. Somerville. Chicago, IL: Cross City Campaign for Urban School Reform, May 1998, 113-133.Reviews research literature from the past ten years that identifies direct or indirect (mediated) effects of high school size on (1) achievement, attitude, dropouts and other student outcomes, and (2) level of teacher satisfaction. When applicable, the author draws a distinction between the effects of small schools in general and the effects of “focus” schools—charters, schools-within-schools and other “theme” schools. Confirms and refines previous findings.Gregory, T. School Reform and the No-Man’s Land of High School Size. Bloomington, IN: Indiana University, December 2000. Reports on a research analysis leading to the conclusion that creating “smaller learning communities” out of large high schools, as this is usually carried out, is both different from and inferior in its effects to true, autonomous small schools. Argues that such smaller communities often fail because of issues regarding size, continuity, autonomy, time, and control. The “no-man’s land” is from 200 students (the size of many of the most successful small schools) and 400 students (the downward limit of most “smaller learning communities”).Haller, E.J.; Monk, D.H.; Spotted Bear, A.; Griffith, J.; and Moss, P. “School Size and Program Comprehensiveness: Evidence From High School and Beyond.” Educational Evaluation and Policy Analysis 12/2 (Summer 1990): 109-120.Uses data from the High School and Beyond study to examine the relationship between the size of schools and the comprehensiveness of their mathematics, science, and foreign language programs. Found that even very small schools offer a strong core program in these areas and that the advanced and alternative courses larger schools can offer are taken by relatively few students.Howley, C.; Strange, M.; and Bickel, R. Research about School Size and School Performance in Impoverished Communities. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, 2000 (ED 448 968). Reports the results of a series of replication studies, collectively known as the “Matthew Project,” that examined the relationship among school size, student socioeconomic status, and student achievement. Found that the well-known negative effects of poverty on achievement are significantly lessened when poor children attend smaller schools.Lashway, L. “School Size: Is Small Better?” Research Roundup 15/2 (1998-99). Briefly identifies key points from five recent articles on school size and small schools. The authors cite the many advantages of small schools for both elementary and secondary students. Different types of small schools are identified, along with a few actual schools to provide a sense of the diversity of small-school structures and curricular focus.Lee, V.E., and Loeb, S. “School Size in Chicago Elementary Schools: Effects on Teachers’ Attitudes and Students’ Achievement.” American Educational Research Journal 37/1 (Spring 2000): 3-31.Looks at data from nearly 5,000 teachers and 23,000 students in grades six and eight in Chicago schools to identify relationships among school size, teacher attitudes, and student achievement. Finds that small size (fewer than 400 students) has a beneficial effect on both (1) teacher attitudes about collective responsibility for student learning, and (2) student learning itself. In addition, positive teacher attitudes about collective responsibility are positively related to student achievement.Oxley, D. “Organizing Schools into Smaller Units: The Case for Educational Equity.” In Practical Approaches to Achieving Student Success in Urban Schools. Edited by D.E. Gordon and J.R. Shafer. Philadelphia: Mid-Atlantic Laboratory for Student Success; National Research Center on Education in the Inner Cities, 1996 (ED 419 862).Cites the advantages of small unit organization, especially for minority and low-SES students, and identifies research-based strategies for using smaller settings to best advantage. Profiles an American and a German school that are making the most of their small size and heterogeneous grouping.Raywid, M.A. Current Literature on Small Schools. ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, January 1999 (ED 425 049). Provides a brief summary of the kinds of research being conducted now that the superiority of small schools has been established “with a clarity and at a level of confidence rare in the annals of education research” (1). Focuses on the meaning of “small,” equity issues, relative costs, the role of unions in relation to small schools, and essential elements for success.Raywid, M.A. Taking Stock: The Movement To Create Mini-Schools, Schools-Within-Schools, and Separate Small Schools. New York: ERIC Clearinghouse on Urban Education, Teachers College, Columbia University, 1996 (ED 396 045). Reviews research conducted since 1960 on house plans and schools within-schools, together with examining the author’s own documentation, evaluation, and policy studies of 22 schools-within-schools and small schools since 1980. Describes downsizing efforts in New York, Philadelphia, and Chicago, and finds that the smaller learning communities most likely to raise achievement, lower dropout rates, and increase student participation are those designed to be separate, autonomous, distinctive entities.Roellke, C. Curriculum Adequacy and Quality in High Schools Enrolling Fewer Than 400 Pupils (9-12). ERIC Digest. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, 1996. (ED 401090). Cites research demonstrating that small high schools (those with 400 or fewer students in grades nine-12) can offer curricula that compare favorably with the offerings of larger high schools. By making use of integrated curricula, innovative scheduling, multiage grouping, peer tutoring, individualized instruction, video technologies, and the Internet, small high schools can prepare their students as well or better than larger high schools can.Stiefel, L.; Berne, R.; Iatarola, P.; and Fruchter, N. “High School Size: Effects on Budgets and Performance in New York City.” Educational Evaluation and Policy Analysis 22/1 (Spring 2000): 27-39.Analyzes data on 121 New York City high schools that are mature enough to have good data on costs and outcomes. Notes that the preponderance of the research on school size indicates small schools produce superior achievement outcomes for poor and minority students. Since the New York study found that costs per student graduated are similar in large and small schools, the researchers encourage policymakers to support the creation of more small high schools. Texas Education Agency. School Size and Class Size in Texas Public Schools. Policy Research Report Number 12. Austin, TX: Texas Education Agency, Division of Policy Planning and Evaluation, 1999 (ED 433 977).Identifies recent and projected increases in the state’s student population and looks at the research on school and class size to gauge the likely effects of these increases. Findings from national and Texas research on the effects of school and class size on student outcomes are similar and are congruent with those reported by other research analysts. Makes recommendations and looks at different strategies for reducing school and class size, e.g., schools-within-schools and part-time class size reduction.Wasley, P.A.; Fine, M.; King, S.P.; Powell, L.C.; Holland, N.E.; Gladden, R.M.; and Mosak, E. Small Schools: Great Strides. A Study of New Small Schools in Chicago. New York: The Bank Street College of Education, 2000. Reports on an in-depth study of the effects of attending small (fewer than 350 students) and large schools in the Chicago Public Schools. For the quantitative part of their study, researchers focused on the 143 small schools in the Chicago system that were in operation by 1997. A qualitative analysis of eight small schools was also conducted. Compared with large schools, the small schools had better attendance, fewer dropouts, greater student affiliation and persistence, greater course completion, and better scores on standardized achievement tests. School staff, parents, community partners and other community members associated with the small schools were more satisfied than those associated with large schools.General ReferencesAncess, J. Urban Dreamcatchers: Launching and Leading New Small Schools. New York: National Center for Restructuring Education, Schools, & Teaching, Teachers College, Columbia University, 1997. Presents, from the perspective of an experienced researcher-practitioner, a discussion of guidelines and common pitfalls associated with starting and sustaining new, deliberately small schools. Topics addressed include developing and implementing a vision, factors in launching a successful school, key leadership qualities, and early expectations. A planning guide based on the author’s experience in launching a new school is appended.Annenberg Institute for School Reform. “Small Schools, Race and High School Reform. Meeting Summary Report.” Invitational Conference at the University of Washington, Seattle, June 19, 2001. Provides an overview of a conference attended by nearly 50 researchers and practitioners from the small schools, multicultural, bilingual, and special education communities. Participants discussed the small schools movement in relation to issues such as (1) the purpose of schooling, (2) the possibility of segregation, (3) the lack of explicit dialogue on race, and (4) the concern over the control of small schools. Minority educators and researchers expressed concern that the small schools movement, which has focused on minority students, is almost entirely led by white educators.Cocklin, B. A Journey of Transition: From Gumly Gumly Public to Secondary School. Paper presented at the Joint Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education, Melbourne, Australia, November-December, 1999 (ED 441 629).Uses interviews to gather information from three Australian teenagers about the effect of their transition from a very small “primary” (elementary) school to much larger secondary schools. Students viewed social environment of the secondary schools positively, but did not like the remoteness, favoritism, and control orientation of the secondary teachers. Cross City Campaign for Urban School Reform. “Flash Facts- Issue #1: Small Schools,” 2000a. Provides a brief summary of the research on the benefits of small schools in bulleted outline form.Cross City Campaign for Urban School Reform. “Flash Facts- Issue #2: High Schools in Focus,” 2000b. Provides overview data on high school statistics and research-supported practices for productive learning in high schools.Fine, M., and Somerville, J.I. Small Schools, Big Imaginations: A Creative Look at Urban Public Schools. Chicago, IL: Cross City Campaign for Urban School Reform, May 1998b (ED 427 127).Provides information about the movement to create and maintain small schools in urban environments. Includes profiles of several small urban schools and evidence of their effectiveness; guidelines for creating small schools; first-person stories of teachers, parents, administrators, and students associated with small schools; findings from the small schools research; and a bibliography and resource listing.Gewertz, C. “The Breakup: Suburbs Try Smaller High Schools.” Education Week, May 2, 2001. Describes the motivations, plans, dreams, and apprehensions of those associated with dividing two large suburban Cincinnati high schools into smaller schools. School downsizing in middle class suburbs is a relatively new development, and the article notes stakeholders’ attempts to capitalize on the experience of those who have created and are operating smaller learning communities in urban settings.Gregory, T. “Fear of Success? Ten Ways Alternative Schools Pull Their Punches.” Phi Delta Kappan 82/8 (April 2001): 577-581.Identifies common barriers to alternative schools achieving greater success than they typically do, and argues that there are things these schools can do to get around—or even topple—some of these barriers.Kacan, G.M., and Schipp, M.K. “Shrinking High Schools.” Industry Click (online periodical), November 1, 2000. Cites research support for schools-within-schools (SWS) and describes the approaches taken by several large schools around the country to creating smaller learning communities (SWS and ‘houses”) within their existing buildings. These smaller entities have been established only recently, and no data are reported about their operations or effectiveness.Klonsky, S., and Klonsky, M. “Countering Anonymity Through Small Schools.” Educational Leadership 57/1 (September 1999): 38-41.Describes the City of Chicago’s small schools movement and its promising outcomes for countering anonymity, increasing safety, and promoting student affiliation and learning. Describes the structure of several of the new small schools, cites key events in the history of the movement, and provides detail about Teacher Talk, a staff development protocol wherein several teachers focus on one teacher, one student, and that student’s work with that teacher.Lear, R. “Questions to Consider about Conversions of Large High Schools.” Workshop Handout. Seattle, WA: Small Schools Project, Center on Reinventing Public Education, University of Washington, 2001a.Provides a list of questions for people to take into account as they consider which of the many models for smaller learning communities to implement in their high schools.Lear, R. “Thinking about Conversions.” Workshop Handout. Seattle, WA: Small Schools Project, Center on Reinventing Public Education, University of Washington, 2001b.Presents nine key points for educators to consider as they move toward small school restructuring—points that can increase their likelihood of success and avoid common pitfalls.Legters, N.E. Small Learning Communities Meet School-to-Work: Whole-School Restructuring for Urban Comprehensive High Schools. Report No. 31. Baltimore, MD: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University, January 1999.Identifies problems associated with the large, urban comprehensive high school and reforms, including ninth grade houses and career academies, developed to address these problems. Profiles Patterson High School in Baltimore, which has implemented these reforms to good effect. Identifies challenges schools typically encounter when implementing reforms.Meier, D. “Can the Odds Be Changed?” In Small Schools, Big Imaginations: A Creative Look at Urban Public Schools, edited by M. Fine and J.I. Somerville. Chicago, IL: Cross City Campaign for Urban School Reform, May 1998, 85-92 (ED 427 127).Explains how successful small schools achieve their success and arguesthat their very particularity means that they can never be scaled up. Describes the kinds of support necessary for a proliferation of distinct, successful, small schools to occur.Mitchell, S. “Jack and the Giant School.” The New Rules 2/1 (Summer 2000): 1-10. Summarizes research on the benefits of small schools, gives examples of successful schools, and describes the differences between the small schools movement in urban and rural areas. Speculates on future trends.Mohr, N. “Small Schools Are Not Miniature Large Schools. Potential Pitfalls and Implications for Leadership.” In A Simple Justice: The Challenge of Small Schools, edited by W. Ayers, M. Klonsky, and G. Lyon. New York: Teachers College Press, 2000, 139-158. Draws from the author’s experience as a founder and principal of a small school in New York to identify and describe common pitfalls associated with starting and maintaining deliberately small, urban schools. The title refers to one of the chapter’s main points—that attempting to apply the large-school model to operating a small school will not bring positive results.Muir, E. “Smaller Schools: How Much More Than a Fad?” American Educator 24/4 (Winter 2000-2001): 40-46. Draws from recent research on the effects of school size on student outcomes to determine the authenticity of claims that small schools are superior to large ones according to several key measures. Concludes that, while there are still some research questions to be answered (which kind of small school is most effective, why the greater benefits for poor and minority children, what long-term effects might be), the evidence favoring smaller schools is encouraging. National Association of Secondary School Principals. “Organization and Time: Restructuring Space and Time for a More Flexible Education.” In Breaking Ranks: Changing an American Institution. Alexandria, VA: NASSP; New York: Carnegie Foundation for the Advancement of Teaching, 1996, 45-51 (ED 393 205).Presents research-based recommendations for restructuring high schools for higher-quality learning experiences and outcomes. This chapter focuses on providing students greater personalization and flexibility through changes in scheduling and use of space.Oakes, J. Keeping Track: How Schools Structure Inequality. New Haven, CT: Yale University Press, 1985.Presents findings on the effects of ability grouping—and particularly secondary-level academic tracking—on student achievement, attitudes, and behavior. Concludes that tracking is detrimental to students and discusses dilemmas posed by its persistent use in schools.Raywid, M.A., and Oshiyama, L. “Musings in the Wake of Columbine: What Can Schools Do?” Phi Delta Kappan 81/6 (February 2000): 444-449.Identifies research-supported practices that can increase a sense of community and reduce the likelihood of violent, deadly events like that of Columbine High School in Littleton, Colorado in 1999. These include reducing school size, greater continuity within the school day and across school years, and providing students sustained and meaningful contact with adults who known them well.Sammon, G.M. Creating and Sustaining Small Learning Communities: A Practitioner’s Guide and CD ROM Tool Kit for Career Academies and Other Small Learning Communities. Silver Spring, MD: GMS Partners, Inc., 2000.Presents background information and a comprehensive approach high schools can follow to develop and maintain small learning communities that are tailored to their individual situations. Discusses trends, definitions, school self-assessment, planning, implementation steps, student activities, program maintenance, and evaluation, as well as providing resource information. Small Schools Project. “About Small Schools.” Seattle, WA: Small Schools Project, Center on Reinventing Public Education, University of Washington, Summer 2001a. Offers basic information, in “fact sheet” format, about new, deliberately small high schools. Draws from research on the impact of school size on students, teachers, and parents.Small Schools Project. “Organizations.” Seattle, WA: Small Schools Project, Center on Reinventing Public Education, University of Washington, Summer 2001b. Provides a listing of major organizations that provide funding, information resources, and technical assistance for creating and maintaining small schools.Small Schools Workshop. “Eight Steps to Creating Small Schools.” Chicago, IL: Small Schools Workshop, Provides a listing and brief discussion of the eight steps delineated by the Chicago-based Small Schools Workshop for starting up a small school: (1) understanding the need for change, (2) creating a vision, (3) teacher self selection, (4) choosing a focus, (5) integrating and aligning curriculum and instruction, (6) building a professional community, (7) getting a buy-in from students and parents, and (8) developing assessments that take advantage of personalized learning.Small Schools Workshop. “What Are Small Schools?” Chicago, IL: Small Schools Workshop, Updated 2001b. Identifies key attributes of small schools, including common features, what small schools look like, what the benefits of small schools are, and common misconceptions about small schools.U.S. Department of Education. “Smaller Learning Communities: Strategies.” Washington, DC: USDOE. Updated: February 2001. Identifies, describes, and gives examples of ways that smaller learning communities can be implemented in large high schools. Examples given are schools recognized through the federal New American High Schools Initiative. Visher, M.G.; Teitelbaum, P.; and Emanuel, D. “Create Small Learning Environments Enabling Students and Teachers to Work Together.” Key High School Reform Strategies: An Overview of Research Findings. New American High Schools: High Schools at the Leading Edge of Reform. Washington, DC: Office of Vocational and Adult Education, March 1999, 19-26 (ED 430 271). Focuses on smaller learning communities as one of the New American High Schools strategies. Presents research findings regarding the effects of smaller learning communities on student learning. Analysis includes identification of problems that schools have encountered when dividing a school into non autonomous communities.Wasley, P.A., and Lear, R.J. “Small Schools, Real Gains.” Educational Leadership 58/6 (March 2001): 22-27. Gives an overview of the research on the new, small-by-design schools in several of the nation’s large cities and cites reasons for their effectiveness. Also identifies barriers to the proliferation of small schools and offers indications of how these might be overcome. The authors are a key researcher of and an experienced technical assistance provider to small schools.WestEd and the U.S. Department of Education. Overview of Charter Schools. 2000. Provides overview information on charter schools—what they are, their potential benefits, their history, and the nature of laws governing them. This information is included here because many new small schools are charter schools. APPENDIX BFive-Year Budgetcentertop centertop centertop -16891000 APPENDIX CCash Flow Estimate for Each Yearcentercenter centercenter centercenter centercenter centercenter centercenter centercenter centercenter centercenter centercenter centercenter APPENDIX DArticles of Incorporation 000000centertop02540002286004826000-285750254000ARTICLES OF INCORPORATIONOFALLIANCE COLLEGE-READY ACADEMY HIGH SCHOOL #18, a California Non-Profit Public Benefit CorporationARTICLE I.The name of this corporation is OF ALLIANCE COLLEGE-READY ACADEMY HIGH SCHOOL #18, ARTICLE II.This corporation is a non-profit public benefit corporation and is not organized for the private gain of any person. It is organized under the Nonprofit Public Benefit Corporation Law for charitable purposes. This corporation is formed, and shall be operated, exclusively to support The Alliance for College-Ready Public Schools, a California non-profit public benefit corporation (formerly known as The Los Angeles County Alliance for Student Achievement, the “Alliance”).The primary purposes of this corporation are to lease, own, manage, maintain, and operate an educational institution that provides quality education to California youth in any pre-K, primary, and secondary grades, as determined by the corporation. Additionally, the corporation may engage in any activities that are reasonably related to or in furtherance of its stated charitable and public purposes, or in any other charitable activities. ARTICLE III.The name of this corporation’s initial agent for service of process is Alliance College-Ready Public Schools1940 South Figueroa StreetLos Angeles, CA 90007ARTICLE IV.This corporation is organized exclusively for charitable and educational purposes within the meaning of Section 501(c)(3) of the Internal Revenue Code or the corresponding provision of any future United States internal revenue law (“IRC”). Notwithstanding any other provision in these articles, this corporation shall not carry on any other activities not permitted to be carried on by (a) a charitable organization exempt from federal income tax under Section 501(c)(3) under the IRC, or (b) a charitable organization contributions to which are deductible under Section 170(c)(2) the IRC. ARTICLE V.This corporation shall be a membership corporation, with one class of membership. All members shall be voting members.ARTICLE VI.No substantial part of the activities of this corporation shall consist of the carrying on propaganda or otherwise attempting to influence legislation, except as provided in Section 501(h) of the IRC, and this corporation shall not directly or indirectly participate or intervene in (including the publishing or distributing of statements) any political campaign on behalf of any candidate for public office.-2286001170940APPENDIX EBylaws00BYLAWS OFAlliance College-Ready Academy High School #18A California Nonprofit Public Benefit CorporationOFFICESPrincipal Office. The principal office of the corporation for the transaction of the business of the corporation shall be fixed and located at such place within the State of California as the Board of Directors (herein called the “Board”) shall determine. The Board is granted full power and authority to change such principal office from one location to another.Other Offices. Branch or subordinate offices may be established at any time by the Board at any place or places.MEMBERSMembership. The corporation shall have one member. The sole member of the corporation shall be Alliance for College-Ready Public Schools, a California nonprofit public benefit corporation (the “Alliance”). As used herein, the terms “member” and “members” shall refer to Alliance.Rights of Membership. The member shall have the right to vote, as set forth in these Bylaws, on the election of directors, on the disposition of all or substantially all of the corporation’s assets, on any merger and its principal terms and any amendment of those terms, and on any election to dissolve the corporation. In addition, the member shall have all rights afforded members under the California Nonprofit Public Benefit Corporation Law.Transfer of Membership. No membership or right arising from membership shall be transferred. All membership rights shall cease on the member’s dissolution.Meetings. A meeting of the member shall be held in each year in which directors are to be elected at that meeting for the purpose of conducting such election and quarterly thereafter to transact any other proper business, which may be brought before the meeting. The member may meet or exercise its rights as a member at any time without prior notice.DIRECTORSPowers. Subject to the provisions and limitations of the California Nonprofit Public Benefit Corporation Law and any other applicable laws, and subject to any limitations of the Articles of Incorporation or these Bylaws regarding actions that require approval of the member, the activities and affairs of the corporation shall be conducted and all corporate powers shall be exercised by or under the direction of the Board. The Board may delegate the management of the activities of the corporation to any person or persons, a management company, or committees however composed, provided that the activities and affairs of the corporation shall be managed and all corporate powers shall be exercised under the ultimate direction of the Board. Without prejudice to such general powers, but subject to the same limitations, it is hereby expressly declared that the Board shall have the following powers, in addition to the other powers enumerated in these Bylaws:To select and remove the officers, agents and employees of the corporation, prescribe powers and duties for them as may not be inconsistent with law, the Articles of Incorporation, or these Bylaws, supervise them, fix their compensation, and require, from them security for faithful service. Such compensation may be increased or decreased at the pleasure of the Board.To make such rules and regulations for the conduct of the affairs and activities of the corporation as the Board may deem advisable and as are not inconsistent with law, the Articles of Incorporation or these Bylaws.To borrow money and incur indebtedness for the purpose of the corporation, and to cause to be executed and delivered therefore, in the corporate name, promissory notes, bonds, debentures, deeds of trust, mortgages, pledges, hypothecation, or other evidences of debt and securities thereof.Number of Directors. The authorized number of directors shall consist of not less than five (5) (or, during any period that the corporation is operating a public charter school that is providing educational instruction to enrolled students (a “School”), not less than eight (8)) nor more than twenty (20) directors, with the exact number of directors to be fixed within the limits specified herein by resolution of the Board as enacted from time to time. No reduction of the authorized number of directors shall have the effect of shortening the term of any incumbent director.Selection of Directors. During any period that the corporation is operating a School, the principal of the School then in office (the “Principal”) shall serve as an ex-officio director of the corporation. The Principal shall designate a teacher employed by the School and a parent of a pupil attending the School as additional directors. The remaining directors of the corporation shall be elected by the member.Term of Office. Each director designated by the Principal shall hold office for a term ending on the next June 30 following his or her appointment and until a successor has been designated and qualified. Each director elected by the member shall hold office for a term ending on the third June 30 following his or her appointment and until a successor has been elected and qualified. Removal. Any director may be removed with cause by the affirmative vote of a majority of the directors present at a meeting duly held at which a quorum is present. Any director elected by the member may be removed with or without cause by the member at any time.Resignation. Subject to the provisions of Section 5226 of the California Nonprofit Public Benefit Corporation Law, any director may resign effective upon giving written notice to the President, the Secretary, or the Board, unless the notice specifies a later time for the effectiveness of such resignation. If the resignation of a director designated by the Principal is effective at a future time, a successor may be designated by the Principal before such time, to take office when the resignation becomes effective. If the resignation of a director elected by the member is effective at a future time, a successor may be elected by the member before such time, to take office when the resignation becomes effective.Vacancies. Vacancies in the members of the Board designated by the principal shall be filled by the designation of the principal. Vacancies in the members of the Board elected by the member shall be filled by the vote of the member. Each director so designated or elected shall hold office until the expiration of the term of his or her predecessor and until his or her successor has been designated or elected and qualified. A vacancy or vacancies in the Board shall be deemed to exist in case of the death, resignation, or removal of any director, or if the authorized number of directors is increased. The Board may declare vacant the office of a director who has been declared of unsound mind by a final order of court, or convicted of a felony, or found by a final order of judgment of any court to have breached any duty arising under Article 3 of the California Nonprofit Public Benefit Corporation Law.Interested Directors. Not more than forty-nine (49%) percent of the persons serving on the Board at any time may be interested persons. An “interested person” is (1) any person being compensated by the corporation for services rendered to it within the previous twelve (12) months, whether as a full-time or part-time employee, independent contractor, or otherwise and (2) any brother, sister, ancestor, descendant, spouse, brother-in-law, sister-in-law of any such person. Notwithstanding the foregoing, any violation of the provisions of this Section shall not affect the validity or enforceability of any transaction entered into by the corporation.LAUSD Representative. During any period that the corporation is operating the School pursuant to a charter petition approved by the Los Angeles Unified School District (“LAUSD”), LAUSD may designate a natural person to represent LAUSD at meetings of the Board. LAUSD may remove or replace the representative with or without cause at any time. LAUSD shall be entitled to notice of meetings of the Board and the LAUSD representative may participate in the deliberations of the Board as if he or she were a member of the Board, but the LAUSD representative shall not be deemed a director of the corporation and shall have no voting rights or power.MEETINGSPlace of Meeting. Regular public or special public meetings of the Board shall be held at any place within the State of California which has been designated from time to time by the Board. In the absence of such designation, regular meetings shall be held at the principal office of the corporation.Brown Act. Regular public and special public meetings of the Board shall be held in accordance with the Brown Act, with not less than 72-hour notice and with public posting of the agenda in a location with open access.Regular Meetings. Regular public meetings of the Board shall be held quarterly on such dates and at such times as may be fixed by the Board.Special Meetings. Special public meetings of the Board for any purpose or purposes may be called at any time by the President, the Secretary or any number of directors with 72-hour notice and public posting of the agenda. Notice of the time and place of special meetings of the Board shall be sent to each director by first-class mail at least four (4) days before the meeting, or given or delivered by other form of written or telephonic communication (including cable, telegram, telex, facsimile, electronic mail and telephone) or personally at least seventy-two (72) hours before the meeting. Such notice may be written or, if delivered by telephone or personally, oral. Written notice shall be addressed or delivered to each director at his or her address (e.g., mailing address, facsimile number or electronic mail address) as it is shown upon the records of the corporation, or as may have been given to the corporation by the director for purposes of notice, or, if such address is not shown on such records or is not readily ascertainable, at the place in which the meetings of the directors are regularly held.Quorum. One-half (1/2), but not less than three (3), of the authorized directors then in office constitutes a quorum of the Board for the transaction of business, except to adjourn as provided in Section 14 of this Article. All matters shall be decided by the vote of a majority of directors present at a meeting duly held at which a quorum is present, and every such act or decision shall be the act of the Board, unless a greater number is required by the California Nonprofit Public Benefit Corporation Law (including, but not limited to, those provisions relating to approval of transactions with interested directors, transactions involving corporations with common directors, fixing of compensation for directors, creation of or appointments of committees and indemnification of directors and other agents), or by the Articles of Incorporation or these Bylaws, except that a meeting at which a quorum is initially present may continue to transact business notwithstanding the withdrawal of directors, if any action taken is approved by at least a majority of the required quorum for such meeting.Participation in Meetings by Conference Telephone. Members of the Board may participate in any meeting through the use of video or telephone conference equipment provided there is open public access to the meeting.Adjournment. A majority of the directors present, whether or not a quorum is present, may adjourn any directors’ meeting to another time and place. Notice of the time and place of holding an adjourned meeting need not be given to absent directors if the time and place is fixed at the meeting adjourned, except that if the meeting is adjourned for more than 24 hours, notice of any adjournment to another time or place shall be given prior to the time of the reconvened meeting to the directors who were not present at the time of adjournment.Rights of Inspection. Every director shall have the absolute right at any reasonable time to inspect and copy any and all books, records, and documents of every kind of the corporation, and to inspect the physical properties of the mittees. The Board may designate and appoint one or more committees, each consisting of two (2) or more directors, and delegate to such committees any of the authority of the Board except with respect to:Take any final action on any matter, that, under the California Nonprofit Public Benefit Corporation Law, also requires approval of the member;The filling of vacancies on any committee;The fixing of compensation of the directors for serving on the Board or on any committee;The amendment or repeal of bylaws or the adoption of new bylaws;The amendment or repeal of any resolution of the Board which by its express terms is not so amendable or repeal-able;The appointment of committees of the Board or the members thereof; orThe approval of any self-dealing transaction, as defined in Section 5233(a) of the California Nonprofit Public Benefit Corporation Law, except as provided in Section 5233(d)(3) of such law.Any such committee must be established and the members thereof appointed, by resolution adopted by a majority of the number of directors then in office, and such committee may be designated as an “Executive Committee” or by such other name as the Board shall specify. The Board may appoint, in the same manner, alternate members of any committee who may replace any absent member at any meeting of the committee. The Board shall have the power to prescribe the manner in which proceedings of any such committee shall be conducted. Unless the Board or such committee shall otherwise provide, the regular and special meetings and other actions of any such committee shall be governed by the provisions of this Article applicable to meeting and actions of the Board Minutes shall be kept of each meeting of each committee.OFFICERSRequired Officers. The officers of the corporation shall be a President, a Secretary, and a Chief Financial Officer, each of whom shall be chosen by and hold office at the pleasure of the Board. Any number of offices required or permitted by this Article may be held by the same person, except that neither the Secretary nor the Chief Financial Officer may serve concurrently as the President or Chairman of the Board.Permitted Officers. The Board may choose a Chairman of the Board, one or more Vice Presidents, one or more Assistant Secretaries, one or more Assistant Chief Financial Officers, and such other officers as the business of the corporation may require, each of whom shall hold office for such period, have such authority and perform such duties as the Board at its pleasure may from time to time determine.Election of Officers. The officers shall be elected annually by the Board at a regular or special meeting of the Board, and may succeed themselves in office. Each person elected as an officer shall continue in office until the next annual election of officers or until his successor shall have been duly elected and qualified or until his earlier death, resignation or removal in accordance with these Bylaws. Vacancies of officers caused by death, resignation, removal or increase in the number of officers may be filled by the Board at a regular or special meeting.Removal of Officers. Any officer may be removed at any time with cause and with notice by the affirmative vote of the Board.President. Subject to the control of the Board, the President shall be the chief executive officer of the corporation and shall have general supervision, direction and control over the affairs and property of the corporation and over its several officers, and shall have such other powers and perform such other duties as may be delegated by the Board from time to time. If the corporation has no Chairman of the Board, then the President shall preside at all meetings of the Board.Secretary. The Secretary shall be the custodian of the seal of the corporation and of the books and records and files thereof, and shall affix the seal of the corporation to all papers and instruments requiring the same. The Secretary shall keep or cause to be kept, at the principal office or such other place as the Board may order, a minute book of all meetings of the Board and its committees. The Secretary shall also keep, or cause to be kept, at the principal office in the State of California the original or a copy of the Articles of Incorporation and Bylaws of the corporation, as amended to date. The Secretary shall give, or cause to be given, notice of all meetings of the Board and any committee thereof required by these Bylaws or by law to be given, and shall have such other powers and perform such other duties as may be delegated by the Board. Any Assistant Secretary appointed by the Board to hold office at the pleasure of the Board, may have the same powers as the Secretary.Chief Financial Officer. The Chief Financial Officer shall keep and maintain, or cause to be kept and maintained, adequate and correct accounts of the properties and business transactions of the corporation, including, without limitation, accounts of its assets, liabilities, receipts and disbursements, and shall send or cause to be sent to the directors of the corporation such financial statements and reports as are by law or these Bylaws required to be sent to them. The Chief Financial Officer shall deposit, or cause to be deposited, all monies and other valuables in the name and to the credit of the corporation and such depositories as maybe designated by the Board. The Chief Financial Officer shall disburse the funds of the corporation as may be ordered by the Board, shall render to the President or the directors, whenever requested, an account of all transactions and of the financial condition of the corporation, and shall have such other powers and perform such other duties as may be delegated by the Board.INDEMNIFICATIONThe corporation shall have the power to indemnify directors, officers, employees and agents to the extent permitted by Section 5238 of the California Nonprofit Public Benefit Corporation Law and Chapter 42 of the United States Internal Revenue Code of 1986 (if applicable), as amended or superseded.REPORTSThe corporation shall furnish to all of the directors annually a report containing the following information in reasonable detail:The assets and liabilities, including the trust funds, of the corporation as of the end of the preceding fiscal year.The principal changes in assets and liabilities, including trust funds, during the preceding fiscal year.The revenue or receipts of the corporation, both unrestricted and restricted to particular purposes, for the preceding fiscal year.The expenses or disbursements of the corporation, for both general and restricted purposes, during the preceding fiscal year.Any information, required by Section 6322 of the California Nonprofit Public Benefit Corporation Law, with respect to the preceding fiscal year.The report required by this Article shall be accompanied by any report thereon of independent accountants, or if there is no such report, by the certificate of an authorized officer of the corporation that such reports were prepared without audit from the books and records of the corporation.OTHER PROVISIONSInspection of Articles and Bylaws. The corporation shall keep in its principal office in the State of California the original copy of its Articles of Incorporation and of these Bylaws, as amended to date, which shall be open to inspection by the directors and such other persons as required by law, at all reasonable times during office hours.Endorsement of Documents; Contracts. Subject to the provisions of applicable law, any note, mortgage, evidence of indebtedness, contract, conveyance, or other instrument in writing and any assignment or endorsement thereof executed or entered into between the corporation and any other person, when signed by the Chairman of the Board, the President, or any Vice President and the Secretary, any Assistant Secretary, the Chief Financial Officer, or any Assistant Chief Financial Officer of the corporation, shall be valid and binding on the corporation in the absence of actual knowledge on the part of the other person that the signing officers had no authority to execute the same. Any such instruments may be signed by any other person or persons and in such manner as from time to time shall be determined by the Board, but, unless so authorized by the Board, no such person or persons shall have any power or authority to bind the corporation by any contract or engagement to pledge its credit or to render it liable for any purpose or amount.Representation of Shares of Other Corporations. The President or any other officer or officers authorized by the Board or the President are each authorized to vote, represent, and exercise on behalf of the corporation all rights incident to any and all shares of any other corporation or corporations standing in the name of the corporation. The authority herein granted may be exercised either by any such officer in person or by any person authorized so to do by proxy or power of attorney duly executed by said officer.Construction and Definitions. Unless the context otherwise requires, the general provisions, rules of construction, and definitions contained in Part 1 of the California Nonprofit Corporation Law and in the California Nonprofit Public Benefit Corporation law shall govern the construction of these Bylaws.Amendments. These Bylaws may be amended or repealed by the affirmative vote of a majority of the number of directors then in office, with the consent of the member. During any period that the corporation is operating the School pursuant to a charter petition approved by LAUSD, the Bylaws may not be amended in a manner that materially alters the charter, without the consent of LAUSD.centertopAPPENDIX FAdvance Funding for Initial Expenses -457200-8890APPENDIX GFacilities Funding -228600-8890APPENDIX HSupporting Signatures centertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopcentertopAPPENDIX IDiscipline Plan – Code of Conduct College-Ready Academy High School #18Student Discipline – Code of ConductCollege-Ready Academy High School #18 student responsibilities will include, but not be limited to: Following all rules of behavior and conductRespecting fellow students and school personnelAttending classes regularly and on timeCompleting all assigned work (to the best of the student’s ability)Being prepared for class (bring materials i.e. books, homework, pencils)Participating in class assignments and discussionsParticipating in all assessment measures (i.e. tests)Respecting the property of the school and othersKeeping the campus cleanWearing school uniformUnacceptable student behavior will include, but not be limited to:Classroom disturbanceEating in classFailure to follow directionsHorseplay/pushing/throwing/running/yellingBringing MP3s, cell phones, radios, video games, etc.CheatingInappropriate use of technology and telecommunicationsUse, possession or sale of alcohol, tobacco or a controlled substance.FightingPossession of a knife, gun, explosive or other dangerous object.Destruction of school propertyTheftFailure to follow lawful directions of staff members.Students who violate the school rules are subject, but not limited to progressive actions:Verbal warningLoss of privileges (i.e. detention)A notice to parents Conference with student/parentAny student who engages in repeated (three or more incidents) violations of the College-Ready Academy High School #18 behavioral Code of Conduct are required to attend a meeting with the school’s staff and the student’s parent. College-Ready Academy High School #18 will prepare a specific, written remediation agreement outlining future student conduct expectations, timelines, and consequences for failure to meet the expectations. Suspension and ExpulsionStudents who present an immediate threat to the health and safety of others will be suspended or expelled. A written remediation plan will be prepared that clearly describe progressive discipline measures, grounds for suspension and expulsion, minimum/maximum number of consecutive days of suspension, notification process to parents of suspension, reasons for suspension, appeal process, length of suspension, and provision for student’s education while suspended. A student will be suspended or expelled for any of the acts enumerated in this section and related to school activity or school attendance that occur at any time, including, but not limited to, any if the following:While on school grounds.While going to or coming from school.During the lunch period whether on or off the campus.During, or while going to or coming from, a school-sponsored activity.Reasons for SuspensionCollege-Ready Academy High School #18 may suspend a student for any of the following reasons as specified in the California Education Code section 48900:Annotated Excerpts from the California Education Code (2009) § 48900. Grounds for Suspension or Expulsion A pupil shall not be suspended from school or recommended for expulsion, unless the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has committed an act as defined pursuant to any of subdivisions (a) to (r), inclusive: (a)(1) Caused, attempted to cause, or threatened to cause physical injury to another person. (2) Willfully used force or violence upon the person of another, except in self-defense. (b) Possessed, sold, or otherwise furnished a firearm, knife, explosive, or other dangerous object, unless, in the case of possession of an object of this type, the pupil had obtained written permission to possess the item from a certificated school employee, which is concurred in by the principal or the designee of the principal. (c) Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence of, a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind. (d) Unlawfully offered, arranged, or negotiated to sell a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise furnished to a person another liquid, substance, or material and represented the liquid, substance, or material as a controlled substance, alcoholic beverage, or intoxicant. (e) Committed or attempted to commit robbery or extortion. (f) Caused or attempted to cause damage to school property or private property. (g) Stolen or attempted to steal school property or private property. (h) Possessed or used tobacco, or products containing tobacco or nicotine products, including, but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel. However, this section does not prohibit use or possession by a pupil of his or her own prescription products (This is not a mandated reportable act). (i) Committed an obscene act or engaged in habitual profanity or vulgarity. (j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell drug paraphernalia, as defined in Section 11014.5 of the Health and Safety Code. (k) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties. (l) Knowingly received stolen school property or private property. (m) Possessed an imitation firearm. As used in this section, "imitation firearm" means a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm.(n) Committed or attempted to commit a sexual assault as defined in Section 261, 266c, 286, 288, 288a, or 289 of the Penal Code or committed a sexual battery as defined in Section 243.4 of the Penal Code. (o) Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a school disciplinary proceeding for the purpose of either preventing that pupil from being a witness or retaliating against that pupil for being a witness, or both. (p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. (q) Engaged in, or attempted to engage in, hazing. For purposes of this subdivision, "hazing" means a method of initiation or preinitiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this subdivision, "hazing" does not include athletic events or school-sanctioned events. (r) Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act, as defined in subdivisions (f) and (g) of Section 32261, directed specifically toward a pupil or school personnel. (s) A pupil shall not be suspended or expelled for any of the acts enumerated in this section, unless that act is related to school activity or school attendance occurring within a school under the jurisdiction of the superintendent of the school district or principal or occurring within any other school district. A pupil may be suspended or expelled for acts that are enumerated in this section and related to school activity or attendance that occur at any time, including, but not limited to, any of the following: (1) While on school grounds. (2) While going to or coming from school. (3) During the lunch period whether on or off the campus. (4) During, or while going to or coming from, a school sponsored activity. (t) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, pursuant to this section, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to subdivision (a). (u) As used in this section, "school property" includes, but is not limited to, electronic files and databases. (v) A superintendent of the school district or principal may use his or her discretion to provide alternatives to suspension or expulsion, including, but not limited to, counseling and an anger management program, for a pupil subject to discipline under this section. (w) It is the intent of the Legislature that alternatives to suspension or expulsion be imposed against a pupil who is truant, tardy, or otherwise absent from school activities. Grades 4-1248900.2 – Committed sexual harassment.48900.3 – Caused, attempted to cause, threatened to cause, or participated in an act of hate violence.48900.4 – Engaged in harassment, threats, or intimidation directed against school personnel or pupils.48900.7 – Made terroristic threats against school officials, school property or both.Reasons for Expulsion (Mandatory) Please note that CRAHS #18 follows the Bulletin-4655 from Office of the Chief Academic Officer dated March 13, 2009 for the Matrix for student suspension and expulsion recommendations: E.C. 48900 and 48915.Principal shall immediately suspend and recommend expulsion when the following occur at from College-Ready Academy High School #18 or at a school activity off campus, or any of the following reasons (E.C. 48915[c]) in Category I for grades 4-12:Possessing, selling, or furnishing a firearm. E.C. 48915(c)(1): 48900(b)Brandishing a knife at another person. E.C. 48915(c)(2); 48900(a)(1) and 48900(b)Unlawfully selling a controlled substance. E.C. 48915(c)(3); 48900(c)Committing or attempting to commit a sexual assault or committing a sexual battery (as defined in 488900[n]). E.C. 488915(c)(4); 48900(c)Possession of an explosive E.C. 48915(c)(5); 48900(b)The Principal has limited discretion with Category II student offences. Principal of CRAHS #18 must recommend expulsion when any of the following occur at school or at a school activity off campus unless the principal determines that expulsion is inappropriate (E.C. 48915[a]):Causing serious physical injury to another person, except in self-defense. E.C. 48915(a)(1); 48900(a)(1), maybe also 48900(a)(2).Possession of ay knife or other dangerous object of no reasonable use to the pupil. E.C. 48915(a)(2); 48900(b)Unlawful possession of any controlled substance, except for the first offence of less than an ounce of marijuana. E.C. 48915(a)(3); 48900(c).Robbery or extortion. E.C. 48915(a)(4); 48900(e).Assault or battery upon any school employee. E.C. 48915(a)(5); 48900(a)(1) and 48900(a)(2)The remaining Category III has student offenses with board principal discretion. The Principal may recommend expulsion when any of the following occur at any time, including, but not limited to, while on school grounds; while going to or coming from school; during the lunch period, whether on or off the campus; or during, or while going to or coming from, a school-sponsored activity.Caused or attempted to cause, or threatened to cause physical injury to another person. (Unless, in the case of “caused,” injury is serious. [See II.1]). E.C. 48900(a)(1); 48915(b)First offense of possession of marijuana of not more than one ounce, or possession of alcohol. E.C. 48900(c); 48915(b)Sold, furnished, or offered a substitute substance represented as a controlled substance. E.C. 48900(d); 38915(b)Caused or attempted to cause damage to school or private property. E.C. 48900(f); 48915(e)Stole or attempted to steal school or private property. E.C. 48900(g); 48915(e)Possessed or used tobacco. E.C. 48900(h); 48915(e)Committed an obscene act or engage in habitual profanity or vulgarity. E.C. 48900(i); 48915(e)Possessed, offered, arranged, or negotiated to sell any drug paraphernalia. E.C. 48900(j); 48915(e)Disrupted school activities or willfully defied the valid authority of school personnel. E.C. 48900(k); 48915(e)Knowingly received stolen school or private property. E.C. 48900(l); 48915(e)Possessed an imitation firearm. E.C. 48900(m); 48915(e)Engaged in harassment, threats, or intimidation against a pupil or group of pupils or school district personnel. E.C. 48900.4**; 48915(e)Committed sexual harassment. E.C. 48900.2**; 48915(e)Caused or attempted to cause, threatened to cause, or participated in an act of hate violence. E.C. 48900.3**; 48915(e)Made terrorist threats against school officials or school property, or both. E.C. 48900.7; 48915(e)Willfully use force or violence upon the person of another, except in self-defense. E.C. 48900(a)(2); 48915(b)Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a disciplinary action. E.C. 48900(o); 48915(e)Any behavior listed in Category I or II that is related to school activity or school attendance but that did not occur on campus or at a school activity off campus. E.C. 48915(b)Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. E.C. 48900(p); 48915(e)Engaged in, or attempted to engage in, hazing, as defined in Section 32050. E.C. 48900(q); 48915(e)Engaged in an act of bullying, including, but not limited to, bullying committed by means of electronic act directed specifically toward a pupil or school personnel. E.C. 48900(r); 48915 (e)Process for Suspension and/or ExpulsionInformal Conference:Suspension will be preceded by an informal conference conducted by the administrative staff, with the student and the student’s parent. The conference may be omitted if the administrative staff determines that an emergency situation exists. An “emergency situation” involves a clear and present danger to the lives, safety or health of students or school personnel. If the student is suspended without conference, the parent will be notified of the suspension and a conference will be requested as soon as possible. Notice to Parents:At the time of suspension, a school employee will make a reasonable effort to contact the parent by telephone or in person to be followed up with a written notification. This notice will state the specific offense committed by the student. In addition, the notice may also state the date and time the student may return to school. If the school officials wish to ask the parent to confer regarding matters pertinent to the suspension, the notice may note that the parents are required to respond to this request without delay and that violations of school rules can result in expulsion from the school. Length of Suspension:The length of suspension for students may not exceed a period of 10 consecutive school days unless an administrative recommendation has been made and agreed to by the student’s parent. “The total number of days for which a student may be suspended from school shall not exceed 20 school days in any year unless the student is transferred to another school or program for adjustment purposes. In that case, the total number of school days for which the student may be suspended may be increased by 10. The total suspension days from school are not to exceed 30 days in any school year. For students who receive special education services, the maximum number of suspension days cannot exceed a total of 10 school days without a pre-disciplinary IEP. “informal suspension,” whereby a parent is advised to keep a child at home under the supervision of the parent, is a flagrant violation of the compulsory attendance laws, the IDEA, and District policy an is prohibited.” (LAUSD Bulletin Z-14 Health and Human Services,1999) If a student is recommended for a period of suspension exceeding 10 consecutive days, a second conference is scheduled with the parent to discuss the progress of the suspension upon the completion of the 10th day of suspension. The 10 days are only needed for incidents where the student poses a danger. A packet of study material is collected from each teacher and provide to the student during the length of the suspension. Reasonable arrangements are made to provide the student with classroom material and current assignments to be completed at home during the length of the suspension.Recommendations for Expulsion:Students are recommended for expulsion if the principal finds that at least one of the following findings may be substantiated:Other means of correction are not feasible or have repeatedly failed to bring about proper conduct.Due to the nature of the violation, the presence of the student causes a continuing danger to the physical safety of the student or others.Evidence is gathered and may include, but not be limited to, witness statement, written statements, and physical evidence. Any evidence that is pertinent and gathered in accordance with the investigation is to be considered.Expulsion Hearing:Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. The hearing is held within 30 days after the principal determines that the student committed an act expellable act. The hearing may be presided over by the College-Ready Academy High School #18 Board of Directors. The panel includes Alliance staff, who are not on the board and are not school employees. There are 3-5 individuals on the panel. The panel members are assigned by the School Board of Directors to ensure that they are selected with the following criteria: no knowledge of the student or situation and are not school employees. The panel makes the final determination.Principal or designee of CRAHS #18 provides written notice of the hearing to the student and the student’s parent at least 10 calendar days before the date of the hearing. This notice shall include:The date and place of the hearing.A statement of the specific facts, charges, and offenses upon which the proposed expulsion is based.College-Ready Academy High School #18 disciplinary rules that relate to the alleged violation.The opportunity for the student or the student’s parent to appear in person at the hearing.Parent has a right to be represented by an attorney or non-attorney advisor. Parent has a right to bring witness, written statements, written documentsPrincipal notifies parents of school discipline policy and provides written copy including parent rightsPrincipal recommends expulsion to panelPanel reviews, conducts hearing and makes recommendation to the College-Ready Academy High School #18 School Board based on evidence.The Panel may decide not to recommend expulsion. Should this occur, the expulsion process will stop and, depending on the reason for the not recommended expulsion, the student will be permitted to return to the referring school or to another school/program, at the discretion of Alliance College-Ready Public Schools.College-Ready Academy High School #18 Board makes final decision and written notice to expel a student is sent notifying parent and principal of findings based on evidence. This notice includes the following:The reinstatement eligibility review date.A copy of the rehabilitation plan.The type of educational placement or study plan during the period of expulsion.Appeal procedures.The specific offense committed by the student for any of the acts listed above in “Reasons for Suspension and/or Expulsion.”Notice of the student’s or parent’s obligation to inform any new district in which the student seeks to enroll of the student’s status with College-Ready Academy High School #18.Hearings are recorded on audio as well as written transcripts and a Facts Finding document summarizing the evidence is presented at the hearing.Appeal of Suspension or ExpulsionThe suspension or expulsion of a student is at the discretion of the principal or designee of College-Ready Academy High School #18 (or the administrative staff designee). Parents are notified in advance to enactment of the suspension or expulsion and can appeal a student’s suspension or expulsion. A suspension appeal is heard within 5 days by the principal or designee, and upon consideration, the principal or designee’s decision is final. An expulsion may be appealed within 30 days of the expulsion date. The parent/guardian submits their written appeal to the principal or designee. The written appeal must be received within 30 days of the suspension or expulsion. The student is considered suspended until a meeting is convened to hear the appeal (within 30 days as per E.C. 48919) of the expulsion at which time the student’s parent must attend to present their appeal. The date of the Panel’s decision triggers the start of the 30-day period. From a pool of fair and impartial representatives, a panel is assigned by the College-Ready Academy High School #18 Board of Directors hears the appeal. There are three to five members on the appeal panel. Panel members are not school employees, know nothing of the incident or student, and are not the same individuals who served on the expulsion panel. Education Code section 48919 provides 30 days to appeal from expulsion decision. Should the appeal panel not uphold the expulsion hearing the student is given the opportunity to attend another Alliance school or is assisted with enrollment in another appropriate setting depending on the specific findings and evidence. The decision of the panel of representatives of the College-Ready Academy High School #18 board of Directors is final.In the event of a decision to expel a student from College-Ready Academy High School #18 will work cooperatively with the district of residence, county, and/or private schools to assist with the appropriate educational placement of the student who has been expelled. Any incident of violent and/or serious student behavior will be communicated to the district/school to which the student matriculates.APPENDIX JParent, Student, School Compact COLLEGE-READY ACADEMY HIGH SCHOOL #18COMPACT FORPARENTS, STUDENTS AND STAFFRESPONSIBILITY AND ACCOUNTABILITY FOR COMMITMENT TO COLLEGE READINESSAll students have a right to and deserve a rigorous quality educational experience that enables them to meet graduation requirements and be ready for successful college entrance. The College-Ready Academy High School #18 (CRAHS #18) community firmly believes that all students can and will achieve when there is a collaborative effort between staff, administrators, parents and students whereby each group clearly understands expectations and accepts responsibility for the successful education and college preparation of each individual student.Therefore, CRAHS #18 community agrees to provide and maintain a learning environment in which:College-Ready Academy High School #18 Staff will:Understand and teach grade level/course curriculum based on the California State Standards and A – G college preparation courses.Assign relevant individual and team student projects and communicate with parents regarding student academic and social progress.Be in regular attendance and encourage students to achieve a 95% attendance municate College-Ready Academy High School #18 policies to students and parents regarding discipline, homework, attendance, grade level/subject area expectations, A – G course and college entrance requirements.Work to meet the individual needs of students in ongoing advisory counseling, coursework and college entrance preparation, assist in development and semester review of student’s CRAHS #18 Learning Plan.Maintain accurate records of student academic performance and behaviorProvide a safe, clean, positive, and peaceful school environment that supports student learning and personalized teaching.Principal SignatureDateCollege-Ready Academy High School #18 Student(s) will:Arrive on time to class each day, in uniform, and prepared to learn.Be an active, cooperative learner and seek assistance from instructors when plete and submit all class assignments, projects, and homework in a timely manner and to the quality standards expected of a scholar.Follow the Discipline Plan for personal behavior and accept consequences for actions.Be respectful of self and all others in achieving the goals of graduation and college-entrance.Adhere to the Code of Ethics as outlined in the College-Ready Academy High School #18 Student Handbook.Student SignatureDateCollege-Ready Academy High School #18 Parent(s)/Guardian(s) will:Encourage students to be active and responsible learners who complete project assignments and homework, and seek assistance when needed.Work to ensure that students are in regular, punctual attendance each day.Support College-Ready Academy High School #18 policies regarding discipline, safety, proper school attire, project assignments and homework, attendance, textbook care, etc.Participate in advisory team support of their child, ongoing analysis of student work portfolio, and in the academic mentor volunteer plete 20 hours of required parent volunteer service at College-Ready Academy High School #18 each year.Attend Parental Learning Support workshopsParent(s)/Guardian SignatureDateAPPENDIX KChild Abuse Reporting Procedures Child Abuse Reporting RequirementsSection 11166 of the Penal Code requires any child care custodian, health practitioner, non-medical practitioner, or employee of a child protective agency who has knowledge of or observes a child in his/her professional capacity or within the scope of his/her employment whom he/she knows or reasonably suspects has been the victim of child abuse, to report the known or suspected instance of child abuse to a child protective agency immediately or as soon as practically possible by telephone and to prepare and send a written report thereof within 36 hours of receiving the information concerning the incident.“Child care custodian” includes teachers; an instructional aide, a teacher’s aide, or a teacher’s assistant employed by any public or private school, who has been trained in the duties imposed by this article, if the school has so warranted to the State Department of Education; a classified employee of any public school who has been trained in the duties imposed by this article, if the school has so warranted to the State Department of Education; administrators of a public or private day camp; licensees, administrators, employees of licensed community care or child day care facilities; head-start teachers; licensing workers or licensing evaluators; public assistance workers; employees of a child care institution including, but not limited to, foster parents, group home personnel, and personnel of residential care facilities; social workers or probation officers; or any person who is an administrator or presenter of, or a counselor in, a child abuse prevention program in any public or private school.“Health practitioners” includes physicians and surgeons, psychiatrists, psychologists, dentists, residents, interns, podiatrists, chiropractors, licensed nurses, dental hygienists, optometrists, or any other person who is licensed under Division 2 (commencing with Section 500) of the Business and Professions Code; marriage, family and child counselor trainees as defined in subdivision (c) of Section 4980.03 of the Business and Professions Code; unlicensed marriage, family and child counselor interns registered under Section 4980.44 of the Business and Professions Code; State or county public health employees who treat minors for venereal disease or any other condition; coroners; paramedics; and religious practitioners who diagnose, examine, or treat children.CHILD ABUSE REPORTING PROCEDURES All cases of suspected child abuse and neglect must be reported immediately. The person making the initial determination of a possible child abuse is ultimately responsible for reporting or insuring that a report is made. However, a specific person such as the Nurse, Psychologist, Administrator, Coordinator and/or SB 65 Consultant may be assigned to be the "point" person who makes the report and/or assists others in the reporting. Obtaining this assistance is voluntary. The following is the procedure which one needs to follow:A.Must be reported immediately by the person discovering or person being informed of the alleged child abuse/neglect and/or any other designated person or persons.B.Call Law Enforcement for physical and sexual abuse and all types of abuse perpetrated by an out-of-home person: 213-485-4700 if the act occurred in the City of Los Angeles.C.Call Department of Children and Family Services for neglect and emotional abuse:1.1-800-540-4000D. When calling, be sure to have with you:1.Child's emergency card (address, d.o.b., parents' names, etc.)2.The child's story or any allegations of abuse received (what happened)3.Your observation and/or information concerning the incidentE.Upon contacting the proper official, tell him/her about the incident. He/she will give you further direction in the case such as:?"Detain the child, we'll send a car."?"Handle it administratively."?"We'll send a social worker to speak to the parents."?"We'll send a police officer to the home to speak with the parents."BEFORE HANGING UP: ?Be sure to get the name and badge number of the officer or agency representative.?Write this information on the report?Get a report or case number. Write this number on the upper right-hand corner of the report. ?Record the agency's response at the bottom of the report.F.Follow the advice and/or directions given by the officer or social worker.If you have any questions about this advice, call the Alliance Office, 213-943-4930.plete the official reporting form, SS8572. For reporting purposes, you must use the official four-page NCR form. You may not use copies of the form. This report MUST BE COMPLETED WITHIN 36 HOURS FROM THE TIME THE ALLEGATION IS RECEIVED. 1.Make one copy of the front white page.2.Remove the yellow copy from the report form and retain this copy at home in your personal files. This is your confidential receipt that you, in fact, made the report.3.Mail the original set to the reporting agency, usually LAPD:Abused Child Unit OR Dept. of Children and Family Services (DCFS)150 N. Los Angeles Street3075 Wilshire Blvd., 5th FloorRoom 140Los Angeles, CA 90010Los Angeles, CA 90012H.Record information on School/Site Log. I.Notify Principal that a report has been made. J.Contact Alliance Office, 213-943-4930, when the report involves a school employee or a student perpetrator. I have been informed of the above law and will comply with its provisions. I have received a copy of this statement and the procedures for reporting suspected child abuse.__________________________________________________ ________________ Employee Signature DateThis statement is a permanent record of the school. The cost of printing, distribution, and filing of these statements is borne by the school.APPENDIX LAlliance Direct Services to Schools Services Provided to Alliance SchoolsOPENING TASKS AND SERVICESCharter Petition DevelopmentSelect and Hire the PrincipalFacility AcquisitionFacility Initial Acquisition GrantNegotiate Lease/PurchaseCoordinate LAUSD safety review and approvalSecure Certificate of Occupancy Community OutreachInformational and Outreach MeetingsParent Orientation MeetingsCommunication and outreach to LAUSD, neighboring schools, local district and community organizationsStudent RecruitmentAcquisition of Mailing LabelsDevelopment, distribution, collection of student applicationsStudent RegistrationDistribution and collection of registration materials for students selected (registration form, meal application, emergency forms, home language survey, student discipline plan, school code of ethics, school compact)Disseminate student enrollment information to local schools, local districts, and LAUSD.Teacher RecruitmentRISE Membership CCSAEdjoinScreen and coordinate teacher applications for principal interviewsPrepare teacher contract templates and hiring proceduresGovernanceIncorporation of School as Non-Profit Public Benefit CorporationPrepare Bylaws for School Board of DirectorsCalifornia Department of Education RequirementsPrepare State Charter # ApplicationPrepare CDS Code ApplicationPrepare CDE Annual Funding SurveyLos Angeles County Office of Education Requirements Set-Up Pass-Through Account Set-Up Retirement Reporting SystemBusiness OperationsSet Up of Payroll System Set Up Retirement Reporting SystemSet Up Budget Review and Approval of Annual Budgets Set Up Bank AccountsSet Up general accounting systems (Chart of Accounts, A/P, A/R, etc.)Set Up Vendor List in SystemMaintain Expenditure RecordsOn-Site Training of Accounts Payable System, Bank Statement Reconciliation and Other Record Keeping Systems. All Reporting to CDE and LAUSD – (Funding Survey etc.)Meal ProgramPrepare and submit federal meal program applicationAssist with identification of vendor and contractingHR and Payroll SystemsNew Hire ProcessingSet up Employment Clearance through LAUSDCriminal background check for all employees, fingerprintingCredential verification Prepare employee contract agreementsDevelop salary schedulesSet up Health Benefit ProviderSet Up Tax ID’s for State and Federal Employer AccountsCreate Electronic Funds Transfer for State Payroll TaxesObtain Insurance CoverageGeneral LiabilityDirectors and OfficersProfessional LiabilityStudent AccidentWorker’s CompensationProperty InsuranceFunding Acquisition and Compliance RequirementsPrepare State Charter School Grant ApplicationPrepare Revolving Loan ApplicationPrepare and submit Consolidated Application, Part 1Prepare and submit LEA PlanAssist with Acquisition of Equipment, Furniture and SuppliesOrder furnitureOrder textbooksPrepare opening classroom and office supply orderAcquire computers for school operations and instructionProfessional DevelopmentAssist principal with planning and delivery of preschool professional developmentONGOING INSTRUCTIONAL SUPPORT SERVICES, BUSINESS OPERATIONS SUPPORT, AND MONITORINGStudent Information and Assessment SystemsStudent data collection, analysis, and reportingPowerSchoolEdusoftInstructional Technology SupportE-rate applicationTelephone systemsAssist with Engagement of Parents and Community as PartnersParent educationParent Volunteers Parent Two-Way CommunicationSchool Advisory CouncilAssist with GovernanceSchedule and Coordinate Joint School Board of Directors Quarterly Public Meetings and Annual School Board Meeting with CommunityMaintain School Board of Directors documentation (minutes, agendas, etc.)Monitoring, Support and EvaluationSchool and classroom observation and feedbackAnnual Program EvaluationAnnual Evaluation of Principal PerformanceAssist Principal with ongoing professional developmentBusiness and Operations ServicesAnnual financial audit reportAnnual program review and auditMaintenance of Payroll SystemMaintenance of Retirement Reporting SystemQuarterly Budget UpdatesAll Reporting to CDE and LAUSD – (Funding Survey, etc.)Maintain Expenditure RecordsMonthly financial status report/meeting with principalAPPENDIX MSafe School PlanSAFE SCHOOL PLANTable of Contents TOC \o "1-2" \h \z \u INTRODUCTION PAGEREF _Toc95728127 \h 98CAMPUS SAFETY AND SECURITY PAGEREF _Toc95728128 \h 98Entrances and Exits PAGEREF _Toc95728129 \h 98 Traffic and Pedestrian Safety…………………………………………………………………...........................21Releasing Students PAGEREF _Toc95728130 \h 99Visitors Policy PAGEREF _Toc95728131 \h 100Fingerprinting Policy PAGEREF _Toc95728132 \h 100Registered Sex Offender Policy PAGEREF _Toc95728133 \h 101EMERGENCY PREPAREDNESS PAGEREF _Toc95728134 \h 103Drills PAGEREF _Toc95728135 \h 103Civil Defense Procedures PAGEREF _Toc95728136 \h 103Alert Signals PAGEREF _Toc95728137 \h 103Staff Responsibilities PAGEREF _Toc95728138 \h 104Emergency Procedures PAGEREF _Toc95728139 \h 105First Aid PAGEREF _Toc95728140 \h 105DISASTER PLANS PAGEREF _Toc95728141 \h 105Fire PAGEREF _Toc95728142 \h 105Earthquake PAGEREF _Toc95728143 \h 105Flood/ Severe Weather PAGEREF _Toc95728144 \h 106Electrical Failure PAGEREF _Toc95728145 \h 106Gas Line Break PAGEREF _Toc95728146 \h 106Water Main Break PAGEREF _Toc95728147 \h 106Water Contamination PAGEREF _Toc95728148 \h 106Chemical Spill/ Incident PAGEREF _Toc95728149 \h 106Lockdown/Shooting Incident PAGEREF _Toc95728150 \h 107Bomb Threat PAGEREF _Toc95728151 \h 107Explosion PAGEREF _Toc95728152 \h 107Death/Suicide PAGEREF _Toc95728153 \h 108 Suicide Prevention.………………………………………………………………………………………………12Intruders/ Vicious Animals PAGEREF _Toc95728154 \h 108SCHOOL UNIFORMS PAGEREF _Toc95728155 \h 108STUDENT DISCIPLINE PAGEREF _Toc95728156 \h 109Discipline in General PAGEREF _Toc95728157 \h 109Suspension PAGEREF _Toc95728158 \h 109Expulsion PAGEREF _Toc95728159 \h 111ANTI-DISCRIMINATION AND ANTI-HARASSMENT POLICY PAGEREF _Toc95728160 \h 115Students PAGEREF _Toc95728161 \h 115Employees – Sexual Harassment PAGEREF _Toc95728162 \h 116Employees – All Other Kinds Of Discrimination Or Harassment PAGEREF _Toc95728163 \h 117PREVENTION OF CHILD ABUSE POLICY PAGEREF _Toc95728164 \h 118Reporting Suspected Abuse/Neglect PAGEREF _Toc95728165 \h 118Reporting Problems At The School Site PAGEREF _Toc95728166 \h 118EMPLOYEE CONDUCT WITH STUDENTS PAGEREF _Toc95728167 \h 119SAFE SCHOOL EMERGENCY AND SUPPORT CONTACTS………………………………………………..24SAFE SCHOOL PLAN CERTIFICATION AND REPORTING…………………………………………………25INTRODUCTIONAlliance College-Ready Public Schools is committed to maintaining safe and secure campuses for all of its pupils and staff. To that end, this Comprehensive School Safety Plan covers Alliance’s policies and expectations regarding the practices of each school in maintaining the security of the physical campus, responding appropriately to emergencies, increasing the safety and protection of students and staff, and creating a safe and orderly environment that is conducive to learning.All school employees should receive training in the Comprehensive School Safety Plan upon joining the school, and should review any changes to the Plan annually.CAMPUS SAFETY AND SECURITY Each school and its staff members will maintain policies, practices and procedures so that the campus is physically secure and safe.Entrances and ExitsThe school principal and office manager will develop procedures so that students, staff, parents and community members can enter and exit the building in a safe and orderly way, and that the building is secure from unauthorized entry during non-school hours, as follows:Designating individuals to lock the school building and/or grounds when not in useTraining school staff members to maintain the security of the building when working during non-regular working hours (e.g. not propping doors open, re-securing the building after leaving) Maintaining a practice of locking doors that are not being regularly used, even during school hoursPosting signs requesting that visitors sign in at the main officeEstablishing a culture in which any adults without a visitor or staff badge and any children not enrolled at the school are escorted immediately to the main office Periodically testing the security system according the manufacturer or vendor instructions, to ensure it is functioningCreating a dismissal plan and student pick-up traffic plan to avoid congestion of the parking lot and local streets, and to prevent students from crossing traffic unnecessarilyTRAFFIC AND PEDESTRIAN SAFETYSafe Passage To And From SchoolYoungsters must be prepared for safe travel to and from school. As a significant number of pedestrian fatalities are school-age children, it is critical that children understand the dangers of street travel and how to avoid needless tragedies.School personnel will discuss the following safety issues with students and parents, distribute and post materials, as appropriate:_____Traffic and pedestrian safety_____Bicycle Helmet Law_____Bus Safety_____Safe Routes to School_____Drop-off, pick-up, and parking procedures_____Exiting and entering a car_____Seat belt law useResponsibility of AdministratorAssess traffic, warning signs, school bus and parent loading zones, crossing guards, crosswalks, traffic signals, stop signs, etc.Confer with local Department of Transportation in establishing safe pedestrian routes to and from school and appropriate student pick-up and drop-off points. Review, distribute and post “Back-to-School Safety Tips”.At elementary schools, encourage parents to walk their children to school.Schedule Pedestrian and Bicycle Safety assemblies. The Principal should also ensure that teachers incorporate pedestrian and bicycle safety into classroom curricula.Recruit volunteers to participate in Volunteer Crossing Guard program. Inform students, staff and parents of designated “Safe Routes”, student drop-off and pick-up points, and safety procedures to be observed whenever there are moving vehicles in or around the school. This information should include bike helmet usage and should be distributed in a brochure to students and parents at the start of the school year.Report continuing traffic non-compliance problems to local enforcement agency.TRAFFIC PATTERNS AND DROP-OFF/PICK-UP POINTSEach Alliance school is required to develop appropriate protocols to minimize traffic congestion and enhance pedestrian safety around the school site.Responsibility of AdministratorAdministrator is to ensure through daily monitoring by designated staff that loading and unloading areas are “curbside” and designated to minimize student proximity to moving vehicles and that these areas are readily accessible to students.School personnel are to ensure that appropriate traffic and pedestrian signs are posted in the vicinity of the school.School personnel are to develop a student drop off and pick up plan and distribute plan to parents.All designated drop-off/pick-up points are safe and at “curbside”.Local Police Department is contacted for assistance relating to traffic enforcement during drop-off and pick-up times as necessary to ensure student safety and minimize traffic congestion.Proper supervision is provided at any bus loading and unloading areas.Releasing StudentsAlliance school employees are responsible for releasing students to parents, legal guardians or other persons designated by parents or legal guardians, unless formally modified by a court order served to the school. In the event that employees are uncertain of the propriety of releasing a student, they should locate or contact the school principal, principal’s designee or Alliance counsel before releasing the student. Visitors PolicyAlliance encourages interested members of the community to visit our schools. To avoid potential disruptions to learning, to provide visitors with the information they need, and for the safety of students and staff, ALL visitors should register immediately upon entering any school building or grounds. Visitors shall sign in at the beginning of their visit, receive a visitor badge, and sign out at the end of their visit. Students from other schools as well as students who have ended their school day are not to be on campus unless accompanied by parents/guardians or with the permission of the site administrator.In registering as a visitor, the sign-in form will include spaces for the following informationName;His/her purpose for entering school grounds;Destination within the schoolTime in and outAt his/her discretion, the principal, office manager or designee may also request proof of identity addressoccupation and company affiliationage (if less than 21); and any other information consistent with law.Parents and guardians visiting during the school day for any purpose other than picking up at or dropping off a child at the beginning or end of the school day as part of the normal school day schedule should also be requested to sign into the visitor log or a special log for parents. This applies to parents and guardians who are picking up a student early (e.g. for a medical reason) or dropping off a student late (e.g. tardy), as well as parents and guardians who are on campus to volunteer in their child’s classroom. Alliance employees from school campuses and the Alliance Office will notify the office manager and principal upon arrival and should wear badges signifying that they are Alliance employees. However, formal visitor registration is at the discretion of the school principal or designee. VIP Visitors accompanied by any Alliance management team member may be requested to register as a visitor at the discretion of the accompanying Alliance management team member.Students not enrolled at the school who wish to use the school grounds for recreation during the school day are, at the discretion of the principal, also subject to Alliance’s visitor policy.The principal or designee may refuse to register any visitor if he or she reasonably concludes that the visitor’s/outsider’s presence would disrupt the school, students or employees, would result in damage to property, or would result in the distribution or use of a controlled substance. (Penal Code 627.4).The principal or designee may request that a visitor/outsider who has failed to register, or whose registration privileges have been denied or revoked, to promptly leave school grounds. If necessary, the principal or designee may call the local police to enforce the departure of the visitor/outsider. When a visitor/outsider is directed to leave, the principal or designee shall inform the visitor/outsider that if he or she reenters the school within seven (7) days, he or she will be guilty of a misdemeanor and subject to a fine and/or imprisonment. (Penal Code 627.7).All schools will inform parents annually about the school’s policies regarding visitors/outsiders, and remind parents that to maximize safety and security they should also register when visiting the school. This visitor/outsider policy is subject to the further terms and conditions contained in Alliance’s Registered Sex Offender Policy, set forth below.Fingerprinting PolicyFor the protection of students, California State law requires criminal background checks for all public school employees, as well as any individual working alone with minors in a school setting. In most cases, fingerprinting is completed with a “Live Scan” machine, which takes an electronic picture of the fingerprints (rather than using an ink pad). The fingerprints are then compared to the Federal Bureau of Investigations (FBI) and/or Department of Justice (DOJ) databases.Who should be fingerprinted?All new school site employees must be fingerprinted and cleared before they begin work. Individuals who were previously fingerprinted when they worked in another school district must be fingerprinted again to ensure that Alliance is notified if the person subsequently commits a felony or misdemeanor. In addition, any volunteers who have the occasion to be alone with an Alliance pupil while not in the presence of a credentialed Alliance employee must receive fingerprint clearance prior to volunteering on campus. Volunteers do not have to be fingerprinted only if they are working under the direct and continual supervision of a credentialed school employee in the same room, and will have no occasion to be alone with an Alliance pupil. This policy also applies to parents/guardians of Alliance students who volunteer at the school and may have the occasion to be alone with an Alliance pupil other than their own child.The actual background check depends on the individual’s residency history. If the individual has resided in the state of California for more than 5 years, only DOJ check is required. If the individual has resided in the state of California for less than 5 years, DOJ and FBI checks are both required. Note that most DOJ background checks take less than seven days, sometimes more. FBI background checks take considerably longer. Individuals who wish to work or volunteer at Alliance schools should plan to get fingerprinted as quickly as possible to avoid delays in commencing work or volunteer activities.Who pays for fingerprinting?Alliance pays for Live Scan (fingerprinting) services for employees, using school general funds. Volunteers are requested to cover the cost of their own fingerprinting. If a potential volunteer is not able to pay for such fingerprinting, then the cost of the fingerprinting may be paid by the school’s booster club. If that entity does not have funds available, the cost will be paid by Alliance Office or the school.Please see complete Fingerprinting Policy & Procedure for specific details about how to get fingerprinted. Registered Sex Offender PolicyFor the protection of pupils while they are traveling to and from school, attending school, or at a school-related activity, principals and their designees should respond appropriately when apprised of information that a registered sex offender resides or works within two (2) miles of an Alliance school, or otherwise may be likely to attempt to visit an Alliance school for any reason whatsoever.In accordance with “Megan’s Law”, the principal or designee shall notify parents/guardians annually of the availability of the CD-ROM from local law enforcement regarding registered sex offenders, and recommend that they utilize the information contained on the disk, and that information about registered sex offenders may be obtained from the California Attorney General’s Megan’s Law website, found at , (Penal Code 290.4 and Parra Act), subject to the disclaimer found on said website.Alliance, each Alliance School and its employees shall be immune from liability for the good faith dissemination of sex offender information so long as the dissemination is in the manner and to the extent authorized by law. (Penal Code 290).When a school has received information about a registered sex offender from any source, the principal or designee may, on a case-by-case basis, notify staff, including but not limited to, campus supervisors, bus drivers, staff who may be involved in visitor/outsider registration, and teachers. If the principal or designee informs any staff member of the information about a registered sex offender, the principal or designee shall also inform the staff member of the following: Alliance schools will share public registered sex offender information with staff members of a particular school to assist in identifying a danger; Any person who uses registered sex offender information to commit a felony will be subject to criminal penalties; and Staff is not permitted to notify any parents or any other members of the community of any information received pursuant to this policy without the written permission of the principal or designee.If a suspected registered sex offender is seen on or nearby school grounds, and is not a parent or guardian of a pupil at the school, staff members shall immediately inform the principal or designee. When the principal or designee receives information that a suspected registered sex offender may be on or nearby school grounds or around any pupil, he or she will determine whether the suspected registered sex offender has received written permission for the entry onto school grounds, is a parent or guardian of a pupil at the school, and if possible, is actually a registered sex offender. Any such registered sex offender who does not have written permission for the entry onto school grounds or is not a parent or guardian of a pupil attending the school will be promptly directed to leave by the principal, who will notify law enforcement immediately. Law enforcement will determine if the registered sex offender is in violation of parole or probation conditions.If a school learns or is notified that a registered sex offender is a parent/guardian of one or more pupils who attend the school, the principal or designee should attempt to schedule a meeting with the parent/guardian for the following purposes: To establish a positive, cooperative working relationship to the extent possible; To discuss the incident(s) leading to the registration requirement, (Alliance recognizes that the parent/guardian is not required to discuss any criminal or personal history with representatives of Alliance); To explain the limitations placed upon the parent’s/guardian’s participation in school programs, activities or visits, as specified in this policy;To advise the parent/guardian that the regulations limiting his/her access to children at school will be strictly enforced with the assistance of law enforcement personnel, if required; To develop joint strategies with the parent/guardian for “normalizing” the educational experience of his/her children to the fullest extent possible; andTo be advised of any judicial restraining orders or conditions of probation or parole that may limit the parent’s/guardian’s ability to participate in school activities. This meeting shall be held on school grounds unless there is a concern for the safety or welfare of pupils or staff, and in that event, it may be held at a location within the principal’s or designee’s discretion. If this meeting with the parent is not held, the principal or designee shall notify the parent/guardian in writing of the information contained in this policy. Alliance recognizes the following rights of the parent/guardian to participate in his/her child’s education: To transport his/her child to and from school; To attend regularly scheduled parent conferences with the teacher, principal or other school official; and To attend a regularly scheduled school program or activity in which their child is a participant. The parent/guardian may not extend their presence at school beyond what is reasonable to exercise the aforesaid parental rights, and to that end, a registered sex offender shall not: Serve as a school or class volunteer; Act as a chaperone on a school field trip; Be in the presence of children for any reason other than for the parent rights stated herein; and Make individual contact with any student other than his/her own while at school or during a school activity. Staff shall provide observation and/or supervision of a parent/guardian registered sex offender who is visiting a school or participating in a school activity defined herein.When a parent/guardian is a registered sex offender, the school will make an effort to preserve the confidentiality of information obtained pursuant to the Megan’s Law notification process to the fullest degree possible. School officials may share relevant information with employees as needed but will not share the information with unauthorized employees, other parents or with the community at large. In order to avoid a breach of confidentiality, copies of forms, materials or information distributed or used in connection with the implementation of this policy should be collected and/or destroyed. Under no circumstances is it appropriate to post notices, photographs, or the identity of a parent/guardian registered sex offender on school bulletin boards.All schools shall inform parents annually about the existence of this policy regarding registered sex offenders. All schools shall cooperate to the fullest extent possible with local law enforcement for receiving, communicating and disseminating information concerning registered sex offenders. NOTE: Pursuant to Penal Code 290(q), any person who uses registered sex offender information to commit a felony will receive a five-year state prison term; any person who uses registered sex offender information to commit a misdemeanor will be fined at least $500 and not more than $1000.EMERGENCY PREPAREDNESSEvery school should have emergency preparedness procedures readily on hand, including a list of up to date emergency contact numbers. This information should be discussed and disseminated before school starts, ideally at an all school staff meeting just when the teachers return to duty. DrillsIt is the principal’s responsibility to schedule emergency drills throughout the year, and record the date and time of each drill. The Office Manager may be asked to help out. Those drills are:Fire Drill: At least once per quarter, a fire drill should be conducted in which all pupils, teachers, and other employees are required to vacate the building. Civil Defense Drill: A Civil Defense Drill should be conducted at least twice each school year following the (school’s or Alliance’s) Civil Defense Procedure. Earthquake Duck & Cover Drill: This drill should be performed twice per school year.Major Disaster Drill: This drill should be performed twice per school year so personnel are oriented to the (School or Alliance) Major Disaster Plan.Civil Defense ProceduresCivil defense procedures are established to promote the safety of children and adults during a period of civil emergency. The local Civil Defense and Disaster Council is responsible for coordinating disaster planning among the cities in your area. It is through this coordination that information and warning notifications are communicated. An Emergency Warning System, which includes sirens strategically positioned throughout the school’s county, becomes the major Civil Defense alarm. In addition, schools will receive warning through telephone communications from the local county office.Alert SignalsThe ability to respond quickly and efficiently when a major disaster strikes is important so that we are to provide protection for students and school staff. In order to be better prepared, the staff, students and parents should be informed of their responsibilities following a major disaster.At the sound of the “Alert” signal:All students in transit between classrooms, in restrooms, etc., will walk to their assigned classrooms.Children on the playground or library will return to their assigned classrooms.Each teacher will stay in the classroom with his/her students.Each custodian will report to the school office for instructions.At the sound of the “Take Cover” signal:Students will position themselves under desks or tables.Students on the playground or out of doors will drop, face down on the ground.Open all doors; leave windows as they are.The teacher should be ready with stories, songs, guessing games, etc., in case of an extended waiting period.At the “All Clear” signal:Children will resume their regular class activities.When a building is unsafe to resume classroom instruction or if the situation has made the streets and sidewalks hazardous, the superintendent (or designee) will declare the premises unsafe.If an evacuation is found necessary, the principal will post on a conspicuous place, the new location of the students. A notice or letter to parents designating a site as well as procedures should be included in the first day packet going home with students.Staff ResponsibilitiesIn the event of a disaster or civil defense alert, individuals on the school site have the following responsibilities:PrincipalSound appropriate alarm to evacuate building (fire drill) or take cover within the building (civil defense).Following fire drill procedures, check the building to ensure that all students, personnel and visitors have evacuated the building.Provide for administration of first aid and request other emergency assistance as needed.Keep the Alliance Office and your local county office informed and, if necessary, set up a telephone communications at a nearby residence or business.Give directions to police in search clearing procedures and take full responsibility for search.Coordinate supervision of students and all clean-up or security efforts.TeachersCarry out appropriate emergency procedures to ensure the safety and welfare of students.Supervise children and maintain calm and order.Make sure you have access to the classroom copy of the students’ emergency cards.Office ManagerAssist and take direction from the principal.Make sure first aid supplies are handy in case they are needed.Carry out other duties as assigned.Custodial EngineersShut off the valves for gas, water, electricity and air conditioning (if necessary).Open all gates and doors to assembly and exit areas.Aides, Volunteers and Other AdultsShould assist teachers working with students to keep them safe, orderly and comfortable.Be on call for Administrators’ munity CouncilIn advance of emergencies, the Community Council should ensure the following emergency supplies are stored:Student Emergency Packets (1 per student)2 quarts of waterSolar blanketFood for two daysNote from parents with emergency instructionsSchool Emergency Supplies:First aid kitsFlashlightsBatteriesRadiosMegaphoneWalkie-talkiesEmergency ProceduresAll classrooms should have emergency exit charts posted near the door(s). In the case of an emergency, every adult should be aware of his/her role and responsibilities and follow these procedures: Principal assesses the situation.Principal notifies all staff members of the emergency via PA, fire alarm, and/or megaphone.Assigned person calls 911.Assigned person notifies Alliance headquarters.Principal or assigned person meets with emergency crews.Assigned person(s) ensures all classrooms, hallways and restrooms on first floor are empty after escorting students their students to assigned location.Assigned person(s) ensures all classrooms, hallways and restrooms on second floor are empty after escorting students their students to assigned locationAssigned person(s) ensures the cafeteria and gym are empty.Assigned person(s) greet, organize and comfort students outside the building.Each teacher takes role and Lead Teachers pick up the names of any missing students and report these names to the emergency crew chief and the Principal. Assigned person(s) will direct students who need first aid to an assigned location.Principal determines, in consultation with the emergency crews, whether to release students to their homes or to return students to classes and makes announcement via megaphone.If students and staff are dismissed for the day, an assigned person(s) will be responsible for securing the building against vandalism and theft.All classroom teachers will ensure that students are released to guardians’ care.In the case that counseling services are subsequently needed by any students, the Principal and an assigned person will coordinate that effort.In the case that media coverage is an issue, Principal and an assigned person will control and organize press releases and media requests.First AidThe First Aid area should be located at an assigned place and properly stocked at all times. The First Aid team will consist of individuals assigned by the principal or designee.DISASTER PLANSWhenever there is any type of disaster, the primary concern is the safety of the students. The following general guidelines will offer assistance in a variety of disaster situations. Each teacher should also display Disaster Plan guidelines prominently in each classroom. FirePrincipal, custodians and/or office manager will determine the location of the fire.Office manager will phone 911, picks up emergency card binder and student medication and leaves the building prepared to phone parents of any injured child.Custodian or principal will sound the fire alarms.Staff will follow emergency procedures previously described. Students should leave the room in a single file, walk briskly but carefully, and stay in their class group when they reach their designated spot.EarthquakeIf indoors:All drop down to the floor and duck and cover.Turn away from windows.Take cover under a desk or table or against an interior wall.Cover head with arms or hold to the cover and be prepared to move with it.Hold the position until the ground stops shaking.When initial shaking stops, principal or office manager sounds alarms to evacuate the building.Staff to follow emergency procedures previously described.If outdoors:Move away from buildings, poles and overhead wires.Lie down or crouch low to the ground. Look out for dangers that demand movement.Be prepared to duck and cover again due to after shocks.Staff to follow emergency procedures previously described.Flood/ Severe WeatherWarnings of severe weather are usually received via public radio or the State Warning Center. If time and conditions permit, students may be sent home. However, if the weather conditions develop during school hours, without sufficient warning, students should be held at school.The principal will assess the situation and make an announcement over the PA or megaphone to A) evacuate, B) stay in classes or C) release students to go home.See emergency procedures previously described for evacuation directions.Electrical FailurePrincipal and/or custodian notify the electrical company (PG&E) at 800-743-5000.Office staff and classroom teachers turn off computers and other equipment that might be damaged by a power surge when the service is restored.Gas Line BreakPrincipal and/or custodian notify Local Gas Company.Principal and/or custodian notify the Fire Department.Staff to follow the emergency procedures previously described.Water Main BreakPrincipal and/or custodian notifies the water department.Custodian shuts off water.Principal or notifies the police.Principal determines if it is necessary to follow the emergency procedures on page 6 to evacuate students and staff. Water ContaminationInstruct teachers to move students away from drinking fountains and sinks.Notify school office and Alliance headquarters.Have custodian turn off pressure to drinking fountains and sinks.Chemical Spill/ IncidentIf Indoors:Block or rope off area – DO NOT TOUCH ANYTHING.Evacuate room and TURN OFF air conditioning system.Notify school office and Head Custodian of the incident - contact 911 if necessary.Head Custodian should check for chemical safety data to determine clean up procedure.If Outdoors:Upon hearing of a chemical leak (usually from the fire department or other city office) the principal will determine if students should be evacuated.Move away from buildings, poles and overhead wires.Close doors and windows and TURN OFF air conditioning system.If it is necessary to leave the site, move crosswind, never more directly with or against the wind which may carry fumes.Give first aid.Staff to follow the emergency procedures previously described.Lockdown/Shooting IncidentIf a shooting takes place the first priority is to shelter students and staff. On hearing shots or an announcement from Principal:Teachers close and lock all classroom doors and windows immediately.Teachers take roll.Teachers calmly direct students to duck under their desks.Principal calls 911.Principal assigned person ensure students are not in the hallways or bathrooms. Students found in these areas are immediately escorted to a secure classroom or office.Office personnel close and lock all office doors and windows immediately.Nobody leaves their secure sites until emergency crew members escort them to safety.Assigned person(s) will control and organize media. Assigned person(s) will ensure that counseling services are available as soon as possible. Bomb ThreatThere are two primary ways a bomb threat may arise. One is through a phone call or written letter in which a bomb is discussed. The other is through a citing of a suspicious object. Threats should be handled quickly and efficiently as if they were real and life threatening.If there is a phone call or written threat of a bomb on campus, the person who took the call or read the note will:Notify Principal immediately.Try to obtain information from the caller such as where the bomb is, where it is set to explode, what it looks like, what kind of bomb it is, why it is there and who the caller is. Note any identifying features about the caller (i.e. gender, speech patterns).If there is a citing of a suspicious object, the person would:Notify Principal immediately.Do not touch the object but note any identifying features to describe it to the Principal and emergency crews.In all cases:If Principal determines to evacuate, staff follows emergency procedures previously described.Before emergency crews are on campus, do not search for any bomb, or explosive. Search only for people who should be evacuated.If you see any suspicious object, steer clear of it and report it to the Principal and the emergency crew chief. Follow all emergency crew and bomb squad directives.Use radios, walkie-talkies and phones only if absolutely necessary as the frequencies may set off the bomb(s).ExplosionIf indoors:All drop down to the floor and duck and cover.Turn away from the windows.Take cover under a desk or table or against an interior wall.Cover head with arms of hold to the cover.Hold the position until directed to the building.Staff to follow the emergency procedures previously described.If outdoors:Move away from buildings, poles and overhead wires.Lie down or crouch low to the ground.Look out for dangers that demand movement.Staff to follow emergency procedures previously described.Death/SuicidePrincipal will be notified in the event of a death or suicide on campus.Assigned person(s) will phone 911.Assigned person(s) will phone Alliance headquarters.Principal will notify teachers to keep students in their classrooms until informed otherwise.Assigned person(s) will control and organize media.Assigned person(s) will notify relatives where the victim(s) have been taken and not divulge unnecessary details.Assigned person(s) will ensure that counseling services are available as soon as possible.Suicide PreventionAssisting students who express suicidal wishes or engage in suicidal behaviors is essential to maintaining a safe and healthy environment for students.An administrator who serves as the head of the school site shall respond to reported incidents of students expressing suicidal wishes or engaging in suicidal behaviors.A preliminary assessment and referrals, as appropriate, will be completed by the designated “administrator”, including a review of risk factors.Parents must be informed of the student’s actions or expressions of intent. Intruders/ Vicious AnimalsCall the school main office and office staff will check out the situation and take appropriate action (i.e., contact Police or animal control agency).Administration should initiate a code to alert staff of a potential suspicious intruder.Keep the students in the classroom until the threat is cleared.Implement shelter in place if necessary; lock classroom doors and windows, move away from windows, draw curtains, remain silent. Notify office of who is with you, if possible.All students outside of the building are to be quietly and cautiously led into the building.Wait for further instructions from administration and/or police/animal agency.SCHOOL UNIFORMSAlliance policy requires all students at Alliance schools to wear uniforms, beginning in the 2005-06 school year. The Alliance for College-Ready Public Schools is committed to create a culture of academic rigor in our schools. A uniform dress code encourages this atmosphere. Implementation of this policy will reduce distractions and disruptions caused by clothing, make economic disparities between students less obvious, minimize the use of clothing to signal gang affiliation and other risks to student safety, and promote student achievement and create an orderly learning environment. Uniform selection: The specific uniform (i.e. colors and other specifications) will be determined by the school site with consideration for feeder schools. Support for needy families: Each school will designate philanthropy or general funds to support families who may need assistance in meeting the uniform requirements. Exceptions: Because Alliance schools are schools of choice, there will be NO exemptions for students. STUDENT DISCIPLINEAlliance believes that one of the major functions of education is the preparation of youth for responsible citizenship. Alliance schools shall foster a learning environment that reinforces self-discipline and the acceptance of personal responsibility. In addition, Alliance schools shall work with students and families to provide a safe school environment that provides students with the opportunity to have a quality education. The following policies and procedures are designed to guide Alliance schools and personnel in dealing with student discipline issues, while providing students and parents with a clear set of expectations regarding student behavior and an understanding of the consequences of misconduct.As provided in Alliance charter petitions, the policies and procedures for suspension and expulsion of Alliance students set forth in this document comply with the policies and procedures identified in the California Education Code. These policies and procedures will be periodically reviewed and the lists of offenses for which students are subject to suspension or expulsion will be modified as necessary. These policies and procedures will be enforced fairly, uniformly, and consistently without regard to sex, ethnic group, religion, sexual orientation, color, race, national origin and physical or mental disabilityDiscipline in GeneralEach school should develop a process for handling, and if necessary escalating, individual cases of student misbehavior. Strategies may include but are not limited to:Relocating the student’s desk to a different part of the classroom;Assigning different or additional work appropriate to the infraction;Utilizing a peer mediation or student conflict resolution program;Individual conversation with the classroom teacher about behavior and consequences;Utilizing a written referral framework;Designating selected classrooms and teachers (typically, lead teachers or advisors) as places for “time out”;Referring students to the principal or a designee;Contacting parents/guardians; and/orRequiring the student to attend before/after school detention or Saturday detention;All Alliance school employees will report unmanageable or unusual behavior of students to the school principal or designee as soon as possible. The school principal or designee shall investigate the report and exercise his or her discretion for purposes of notification of parents, legal guardians, law enforcement, or local child protection services.SuspensionSuspension is the temporary removal of a student from class instruction for adjustment or disciplinary reasons. A suspension does not mean any of the following:Reassignment to another class at the same school where the student will receive continuing instruction for the school day.Referral to an advisor assigned that role by the Principal.While on suspension from school, the student is not to loiter on or about any school grounds at any time, nor to attend any Alliance school activity at any time, no matter where such activity may be taking place. Violation may result in further disciplinary action. Except in cases where suspension for a first offense is warranted in accordance with law, each school site shall consider suspension from school only when other means have not been successful or where the student’s presence would constitute a danger to persons or property or seriously disrupt the educational process. Authority to Suspend: A teacher may suspend a student only from his/her classroom for the day of the suspension plus the following school day.The Principal or his/her designee may suspend a student from class, classes or the school campus for a period not to exceed five school days.The President or his/her designee may extend a student’s suspension pending final decision by the School Board of Directors on a recommendation for expulsion.A Special Education student being considered for expulsion may be suspended for ten (10) consecutive days pending assessment and an IEP Team meeting. The suspension may also be extended pending final decision by the School Board of Directors on a recommendation for expulsion.A pupil may not be suspended or expelled for any of the acts enumerated unless the act is related to school activity or school attendance occurring within a school under the jurisdiction of the President or principal or occurring within any other school district. A pupil may be suspended or expelled for acts that are enumerated in the section and related to school activity or attendance that occur at any time, including, but not limited to any of the following:While on school grounds.While going to or coming from school.During the lunch period whether on or off the campus.During, or while going to or coming from, a school sponsored activity.Grounds for Suspension and ExpulsionThe following information is provided in order to provide uniformity within Alliance in matters of student misconduct requiring disciplinary action. The following offenses constitute grounds for suspension and expulsion and require police notification for the grade levels indicated:Annotated Excerpts from the California Education Code (2009) § 48900. Grounds for Suspension or Expulsion A pupil shall not be suspended from school or recommended for expulsion, unless the superintendent or the principal of the school in which the pupil is enrolled determines that the pupil has committed an act as defined pursuant to any of subdivisions (a) to (r), inclusive: (a)(1) Caused, attempted to cause, or threatened to cause physical injury to another person. (2) Willfully used force or violence upon the person of another, except in self-defense. (b) Possessed, sold, or otherwise furnished a firearm, knife, explosive, or other dangerous object, unless, in the case of possession of an object of this type, the pupil had obtained written permission to possess the item from a certificated school employee, which is concurred in by the principal or the designee of the principal. (c) Unlawfully possessed, used, sold, or otherwise furnished, or been under the influence of, a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind. (d) Unlawfully offered, arranged, or negotiated to sell a controlled substance listed in Chapter 2 (commencing with Section 11053) of Division 10 of the Health and Safety Code, an alcoholic beverage, or an intoxicant of any kind, and either sold, delivered, or otherwise furnished to a person another liquid, substance, or material and represented the liquid, substance, or material as a controlled substance, alcoholic beverage, or intoxicant. (e) Committed or attempted to commit robbery or extortion. (f) Caused or attempted to cause damage to school property or private property. (g) Stolen or attempted to steal school property or private property. (h) Possessed or used tobacco, or products containing tobacco or nicotine products, including, but not limited to, cigarettes, cigars, miniature cigars, clove cigarettes, smokeless tobacco, snuff, chew packets, and betel. However, this section does not prohibit use or possession by a pupil of his or her own prescription products (This is not a mandated reportable act). (i) Committed an obscene act or engaged in habitual profanity or vulgarity. (j) Unlawfully possessed or unlawfully offered, arranged, or negotiated to sell drug paraphernalia, as defined in Section 11014.5 of the Health and Safety Code. (k) Disrupted school activities or otherwise willfully defied the valid authority of supervisors, teachers, administrators, school officials, or other school personnel engaged in the performance of their duties. (l) Knowingly received stolen school property or private property. (m) Possessed an imitation firearm. As used in this section, "imitation firearm" means a replica of a firearm that is so substantially similar in physical properties to an existing firearm as to lead a reasonable person to conclude that the replica is a firearm.(n) Committed or attempted to commit a sexual assault as defined in Section 261, 266c, 286, 288, 288a, or 289 of the Penal Code or committed a sexual battery as defined in Section 243.4 of the Penal Code. (o) Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a school disciplinary proceeding for the purpose of either preventing that pupil from being a witness or retaliating against that pupil for being a witness, or both. (p) Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. (q) Engaged in, or attempted to engage in, hazing. For purposes of this subdivision, "hazing" means a method of initiation or preinitiation into a pupil organization or body, whether or not the organization or body is officially recognized by an educational institution, which is likely to cause serious bodily injury or personal degradation or disgrace resulting in physical or mental harm to a former, current, or prospective pupil. For purposes of this subdivision, "hazing" does not include athletic events or school-sanctioned events. (r) Engaged in an act of bullying, including, but not limited to, bullying committed by means of an electronic act, as defined in subdivisions (f) and (g) of Section 32261, directed specifically toward a pupil or school personnel. (s) A pupil shall not be suspended or expelled for any of the acts enumerated in this section, unless that act is related to school activity or school attendance occurring within a school under the jurisdiction of the superintendent of the school district or principal or occurring within any other school district. A pupil may be suspended or expelled for acts that are enumerated in this section and related to school activity or attendance that occur at any time, including, but not limited to, any of the following: (1) While on school grounds. (2) While going to or coming from school. (3) During the lunch period whether on or off the campus. (4) During, or while going to or coming from, a school sponsored activity. (t) A pupil who aids or abets, as defined in Section 31 of the Penal Code, the infliction or attempted infliction of physical injury to another person may be subject to suspension, but not expulsion, pursuant to this section, except that a pupil who has been adjudged by a juvenile court to have committed, as an aider and abettor, a crime of physical violence in which the victim suffered great bodily injury or serious bodily injury shall be subject to discipline pursuant to subdivision (a). (u) As used in this section, "school property" includes, but is not limited to, electronic files and databases. (v) A superintendent of the school district or principal may use his or her discretion to provide alternatives to suspension or expulsion, including, but not limited to, counseling and an anger management program, for a pupil subject to discipline under this section. (w) It is the intent of the Legislature that alternatives to suspension or expulsion be imposed against a pupil who is truant, tardy, or otherwise absent from school activities. Grades 4-1248900.2 – Committed sexual harassment.48900.3 – Caused, attempted to cause, threatened to cause, or participated in an act of hate violence.48900.4 – Engaged in harassment, threats, or intimidation directed against school personnel or pupils.48900.7 – Made terroristic threats against school officials, school property or both. ExpulsionExpulsion is the involuntary removal of a student from all schools and programs of Alliance for an extended period of time for acts of specified misconduct. Except for single acts of a grave nature, expulsion is used only when there is a history of misconduct, when other forms of discipline, including suspension, have failed to bring about proper conduct, or when the student’s presence causes a continuing danger to other students. Final action is only taken by vote of the Alliance Board of Directors – Executive Committee (“Alliance Executive Committee”).In the event that a student is recommended for expulsion from Alliance, he or she is entitled to a hearing and, among other things, advance written notice of the rights and responsibilities enumerated in Education Code section 48918. Written notice of these due process rights shall be provided at least 10 days in advance of the date set for the hearing. (Ed. Code 48918)Expulsion proceedings for a currently identified Special Education student require additional due process procedures. Alliance will follow all due process procedures for Special Education students included in this document and in the Education Code. While under expulsion, a student cannot enroll in another California school district without approval of that district’s Board of Education. Certain expelled students may enroll only in Juvenile Court Schools, County Community Schools, or District operated Community Day Schools (AB922) during the duration of the expulsion.The School Board of Directors, upon voting to expel a pupil, may suspend the enforcement of the expulsion order for a period of not more than one calendar year and may, as a condition of the suspension of enforcement, assign the pupil to a school, class, or program that is deemed appropriate for the rehabilitation of the pupil. The rehabilitation program to which the pupil is assigned may provide for the involvement of the pupil’s parent or guardian in his or her child’s education in ways that are specified in the rehabilitation program. A parent or guardian’s refusal to participate in the rehabilitation program shall not be considered in the School Board of Directors determination as to whether the pupil has satisfactorily completed the rehabilitation program. (Ed. Code 48917) Expellable Offenses:Reasons for Expulsion (Mandatory) Please note that CRAHS #18 follows the Bulletin-4655 from Office of the Chief Academic Officer dated March 13, 2009 for the Matrix for student suspension and expulsion recommendations: E.C. 48900 and 48915.Principal shall immediately suspend and recommend expulsion when the following occur at from College-Ready Academy High School #18 or at a school activity off campus, or any of the following reasons (E.C. 48915[c]) in Category I for grades 4-12:Possessing, selling, or furnishing a firearm. E.C. 48915(c)(1): 48900(b)Brandishing a knife at another person. E.C. 48915(c)(2); 48900(a)(1) and 48900(b)Unlawfully selling a controlled substance. E.C. 48915(c)(3); 48900(c)Committing or attempting to commit a sexual assault or committing a sexual battery (as defined in 488900[n]). E.C. 488915(c)(4); 48900(c)Possession of an explosive E.C. 48915(c)(5); 48900(b)The Principal has limited discretion with Category II student offences. Principal of CRAHS #18 must recommend expulsion when any of the following occur at school or at a school activity off campus unless the principal determines that expulsion is inappropriate (E.C. 48915[a]):Causing serious physical injury to another person, except in self-defense. E.C. 48915(a)(1); 48900(a)(1), maybe also 48900(a)(2).Possession of ay knife or other dangerous object of no reasonable use to the pupil. E.C. 48915(a)(2); 48900(b)Unlawful possession of any controlled substance, except for the first offence of less than an ounce of marijuana. E.C. 48915(a)(3); 48900(c).Robbery or extortion. E.C. 48915(a)(4); 48900(e).Assault or battery upon any school employee. E.C. 48915(a)(5); 48900(a)(1) and 48900(a)(2)The remaining Category III has student offenses with board principal discretion. The Principal may recommend expulsion when any of the following occur at any time, including, but not limited to, while on school grounds; while going to or coming from school; during the lunch period, whether on or off the campus; or during, or while going to or coming from, a school-sponsored activity.Caused or attempted to cause, or threatened to cause physical injury to another person. (Unless, in the case of “caused,” injury is serious. [See II.1]). E.C. 48900(a)(1); 48915(b)First offense of possession of marijuana of not more than one ounce, or possession of alcohol. E.C. 48900(c); 48915(b)Sold, furnished, or offered a substitute substance represented as a controlled substance. E.C. 48900(d); 38915(b)Caused or attempted to cause damage to school or private property. E.C. 48900(f); 48915(e)Stole or attempted to steal school or private property. E.C. 48900(g); 48915(e)Possessed or used tobacco. E.C. 48900(h); 48915(e)Committed an obscene act or engage in habitual profanity or vulgarity. E.C. 48900(i); 48915(e)Possessed, offered, arranged, or negotiated to sell any drug paraphernalia. E.C. 48900(j); 48915(e)Disrupted school activities or willfully defied the valid authority of school personnel. E.C. 48900(k); 48915(e)Knowingly received stolen school or private property. E.C. 48900(l); 48915(e)Possessed an imitation firearm. E.C. 48900(m); 48915(e)Engaged in harassment, threats, or intimidation against a pupil or group of pupils or school district personnel. E.C. 48900.4**; 48915(e)Committed sexual harassment. E.C. 48900.2**; 48915(e)Caused or attempted to cause, threatened to cause, or participated in an act of hate violence. E.C. 48900.3**; 48915(e)Made terrorist threats against school officials or school property, or both. E.C. 48900.7; 48915(e)Willfully use force or violence upon the person of another, except in self-defense. E.C. 48900(a)(2); 48915(b)Harassed, threatened, or intimidated a pupil who is a complaining witness or a witness in a disciplinary action. E.C. 48900(o); 48915(e)Any behavior listed in Category I or II that is related to school activity or school attendance but that did not occur on campus or at a school activity off campus. E.C. 48915(b)Unlawfully offered, arranged to sell, negotiated to sell, or sold the prescription drug Soma. E.C. 48900(p); 48915(e)Engaged in, or attempted to engage in, hazing, as defined in Section 32050. E.C. 48900(q); 48915(e)Engaged in an act of bullying, including, but not limited to, bullying committed by means of electronic act directed specifically toward a pupil or school personnel. E.C. 48900(r); 48915 (e)Process for Suspension and/or ExpulsionInformal Conference:Suspension is preceded by an informal conference conducted by the principal with the student and the student’s parent. The conference may be omitted if the administrative staff determines that an emergency situation exists. An “emergency situation” involves a clear and present danger to the lives, safety or health of students or school personnel. If the student is suspended without a conference, the parent is notified of the suspension, a request for a conference to be made as soon as possible and the conference to be held as soon as possible. Notice to Parents:At the time of suspension, the principal makes a reasonable effort to contact the parent by telephone or in person to be followed up with a written notification. This notice states the specific offense committed by the student. In addition, the notice also states the date and time the student may return to school. If the school officials wish to ask the parent to confer regarding matters pertinent to the suspension, the notice may note that the parents are required to respond to this request without delay and that student violations of school rules can result in student expulsion from the school. Length of Suspension:The length of suspension for students may not exceed a period of 10 consecutive school days unless an administrative recommendation has been made and agreed to by the student’s parent. “The total number of days for which a student may be suspended from school shall not exceed 20 school days in any year unless the student is transferred to another school or program for adjustment purposes. In that case, the total number of school days for which the student may be suspended may be increased by 10. The total suspension days from school are not to exceed 30 days in any school year. For students who receive special education services, the maximum number of suspension days cannot exceed a total of 10 school days without a pre-disciplinary IEP. “informal suspension,” whereby a parent is advised to keep a child at home under the supervision of the parent, is a flagrant violation of the compulsory attendance laws, the IDEA, and District policy an is prohibited.” (LAUSD Bulletin Z-14 Health and Human Services,1999) If a student is recommended for a period of suspension exceeding 10 consecutive days, a second conference is scheduled with the parent to discuss the progress of the suspension upon the completion of the 10th day of suspension. The 10 days are only needed for incidents where the student poses a danger. A packet of study material is collected from each teacher and provide to the student during the length of the suspension. Reasonable arrangements are made to provide the student with classroom material and current assignments to be completed at home during the length of the suspension.Recommendations for Expulsion:Students are recommended for expulsion if the principal finds that at least one of the following findings may be substantiated:Other means of correction are not feasible or have repeatedly failed to bring about proper conduct.Due to the nature of the violation, the presence of the student causes a continuing danger to the physical safety of the student or others.Evidence is gathered and may include, but not be limited to, witness statement, written statements, and physical evidence. Any evidence that is pertinent and gathered in accordance with the investigation is to be considered.Expulsion Hearing:Students recommended for expulsion are entitled to a hearing to determine whether the student should be expelled. The hearing is held within 30 days after the principal determines that the student committed an act expellable act. The hearing may be presided over by the College-Ready Academy High School #18 Board of Directors. The panel includes Alliance staff, who are not on the board and are not school employees. There are 3-5 individuals on the panel. The panel members are assigned by the School Board of Directors to ensure that they are selected with the following criteria: no knowledge of the student or situation and are not school employees. The panel makes the final determination.Principal or designee of CRAHS #18 provides written notice of the hearing to the student and the student’s parent at least 10 calendar days before the date of the hearing. This notice shall include:The date and place of the hearing.A statement of the specific facts, charges, and offenses upon which the proposed expulsion is based.College-Ready Academy High School #18 disciplinary rules that relate to the alleged violation.The opportunity for the student or the student’s parent to appear in person at the hearing.Parent has a right to be represented by an attorney or non-attorney advisor. Parent has a right to bring witness, written statements, written documentsPrincipal notifies parents of school discipline policy and provides written copy including parent rightsPrincipal recommends expulsion to panelPanel reviews, conducts hearing and makes recommendation to the College-Ready Academy High School #18 School Board based on evidence.The Panel may decide not to recommend expulsion. Should this occur, the expulsion process will stop and, depending on the reason for the not recommended expulsion, the student will be permitted to return to the referring school or to another school/program, at the discretion of Alliance College-Ready Public Schools.College-Ready Academy High School #18 Board makes final decision and written notice to expel a student is sent notifying parent and principal of findings based on evidence. This notice includes the following:The reinstatement eligibility review date.A copy of the rehabilitation plan.The type of educational placement or study plan during the period of expulsion.Appeal procedures.The specific offense committed by the student for any of the acts listed above in “Reasons for Suspension and/or Expulsion.”Notice of the student’s or parent’s obligation to inform any new district in which the student seeks to enroll of the student’s status with College-Ready Academy High School #18.Hearings are recorded on audio as well as written transcripts and a Facts Finding document summarizing the evidence is presented at the hearing.Appeal of Suspension or ExpulsionThe suspension or expulsion of a student is at the discretion of the principal or designee of College-Ready Academy High School #18 (or the administrative staff designee). Parents are notified in advance to enactment of the suspension or expulsion and can appeal a student’s suspension or expulsion. A suspension appeal is heard within 5 days by the principal or designee, and upon consideration, the principal or designee’s decision is final. An expulsion may be appealed within 30 days of the expulsion date. The parent/guardian submits their written appeal to the principal or designee. The written appeal must be received within 30 days of the suspension or expulsion. The student is considered suspended until a meeting is convened to hear the appeal (within 30 days as per E.C. 48919) of the expulsion at which time the student’s parent must attend to present their appeal. The date of the Panel’s decision triggers the start of the 30-day period. From a pool of fair and impartial representatives, a panel is assigned by the College-Ready Academy High School #18 Board of Directors hears the appeal. There are three to five members on the appeal panel. Panel members are not school employees, know nothing of the incident or student, and are not the same individuals who served on the expulsion panel. Education Code section 48919 provides 30 days to appeal from expulsion decision. Should the appeal panel not uphold the expulsion hearing the student is given the opportunity to attend another Alliance school or is assisted with enrollment in another appropriate setting depending on the specific findings and evidence. The decision of the panel of representatives of the College-Ready Academy High School #18 board of Directors is final.In the event of a decision to expel a student from College-Ready Academy High School #18 the school works cooperatively with the district of residence, county, and/or private schools to assist with the appropriate educational placement of the student who has been expelled. The student remains at the Charter School or given the option to transfer to another Alliance School. Any incident of violent and/or serious student behavior is communicated to the district/school to which the student matriculates. The Charter School has the responsibility to facilitate expulsion placements and enrollment to ensure that expelled students do not get lost in the system. ANTI-DISCRIMINATION AND ANTI-HARASSMENT POLICYAlliance for College-Ready Public Schools (“Alliance”) is committed to providing a cooperative and comfortable work and education environment free of discrimination and harassment of any kind. Accordingly, Alliance forbids discrimination against any employee, applicant for employment, or student, on the basis of sex, ethnic group, religion, sexual orientation, color, race, national origin and physical or mental disability. Alliance will not tolerate discrimination or harassment activity by any of its employees, non-employee volunteers, or any other person subject to the control of school authorities. Furthermore, all programs and activities at Alliance shall be free from discrimination and harassment with respect to sex, ethnic group, religion, sexual orientation, color, race, national origin and physical or mental disability.This policy is intended to be consistent with, and intended to be, enforced in conformity with the California Fair Employment and Housing Act and Title VII of the Civil Rights Act of 1964, which prohibits harassment in the workplace, as well as multiple sections of the Education Code.StudentsAll students shall have equal opportunities in admission and access to the educational program, guidance and counseling programs, athletic programs, testing procedures, and other activities. Eligibility for choral and cheerleading groups shall be determined solely on the basis of objective competencies. School staff and volunteers shall carefully guard against segregation, bias and stereotyping in instruction, guidance and supervision.Alliance schools may provide girls and boys with separate shower rooms and sex education classes in order to protect student modesty. In physical education, when objective standards have an adverse effect on students because of their gender, race, ethnic group or disability, other standards should be used to measure achievement and create comparable educational opportunities.The Board prohibits intimidation or harassment of any student by any employee, student or other person in Alliance. Staff shall be alert and immediately responsive to student conduct that may interfere with another student's ability to participate in or benefit from school services, activities or privileges.Students who harass or discriminate against other students shall be subject to appropriate counseling and discipline, up to and including expulsion. An employee who permits or engages in discrimination or harassment may be subject to disciplinary action, up to and including dismissal.Any student who feels that he/she is being harassed or discriminated against should immediately contact the principal or designee. The student and/or parent may file a complaint verbally or in writing under Alliance’s “Discrimination/Harassment Student/Parent Complaint Procedure.” Upon receipt of a harassment complaint the President/Chief Executive Officer or designee will be notified. Complaints of harassment will be investigated immediately according to the procedures set forth in Alliance’s “Discrimination/Harassment Student/Parent Complaint Procedure.” Alliance’s “Anti-Discrimination and Anti-Harassment Policy” and the “Discrimination/Harassment Student/Parent Complaint Procedure” will be reviewed with students at the beginning of each school year, either in the classroom or in student assemblies.At the start of each school year, this policy will be mailed to parents/guardians.Employees – Sexual HarassmentAlliance forbids discrimination against any employee, applicant for employment, or student, on the basis of sex. Alliance will not tolerate sexual harassment activity by any of its employees. This policy similarly applies to non-employee volunteers or any other person subject to the control of school authorities.A. DefinitionsConduct of a Sexual Nature - Conduct of a sexual nature may include, but is not limited to, verbal, visual or physical sexual advances, including subtle pressure for sexual activity; touching, staring, looking up and down, pinching, patting, or brushing against; comments regarding physical or personality characteristics of a sexual nature; sexually-oriented "kidding," "teasing," double-entendres, explicit or suggestive messages, cartoons, pictures and jokes, and any harassing conduct to which an employee would not be subjected but for such employee's sex.Unwelcome Conduct of a Sexual Nature.Verbal, visual or physical conduct of a sexual nature may constitute sexual harassment when the allegedly harassed employee has indicated, by his or her conduct, that it is unwelcome.An employee who has initially welcomed such conduct by active participation must give specific notice to the alleged harasser that such conduct is no longer welcome in order for any such subsequent conduct to be deemed unwelcome.Alliance prohibits any conduct of a sexual nature directed toward students by teachers or others to whom this policy applies, and shall presume that any such conduct is unwelcome.B. Sexual Harassment ProhibitedFor the purposes of this policy, unwelcome sexual advances or requests for sexual favors, and other unwelcome conduct of a sexual nature, constitute prohibited sexual harassment if:Submission to the conduct is made either an explicit or implicit condition of employment (as an illustration, and not as a limitation, where a person’s continued employment is conditioned upon or impacted by prohibited sexual-based factors);Submission to or rejection of the conduct is used as a basis for an employment decision affecting the harassed employee; andThe conduct substantially interferes with an employee's or student’s performance, or creates an intimidating, hostile, or offensive work or school environment, regardless of whether the employee’s continued employment or compensation is affected.Specific Prohibitions--Administrators and Supervisors.It is sexual harassment for a manager or supervisor to use his or her authority to solicit sexual favors or attention from subordinates when the subordinate's failure to submit will result in adverse treatment, or when the subordinate's acquiescence will result in preferential treatment.Administrators and supervisors who either engage in sexual harassment or tolerate such conduct by other employees shall be subject to sanctions, as described below.Specific Prohibitions--Non-managerial and Non-supervisory Employees: It is sexual harassment for a non-administrative and non-supervisory employee to subject another such employee to any unwelcome conduct of a sexual nature. Employees who engage in such conduct shall be subject to sanctions as described below.Specific Prohibitions--Employees and Students: It is sexual harassment for an employee to subject a student to any conduct of a sexual nature. Employees who engage in such conduct shall be subject to sanctions.C. Reporting, Investigation, and SanctionsIt is the express policy of Alliance to encourage victims of sexual harassment to report such claims. Alliance understands that victims of harassment are often embarrassed and reluctant to report acts of harassment for fear of being blamed, concern about being retaliated against, or because it is difficult to discuss sexual matters openly with others. However, no employee of Alliance should have to endure harassing conduct, and therefore the School encourages everyone to promptly report any incidents of harassment so that corrective action can be taken.Employees who feel that their superiors are conditioning promotions, increases in wages, continuation of employment, or other terms or conditions of employment upon agreement to unwelcome conduct of a sexual nature, are encouraged to report these conditions to the appropriate administrator. If the employee's direct administrator or supervisor is the offending person, the report shall be made to the next higher level of authority.Employees are also urged to report any unwelcome conduct of a sexual nature by superiors or fellow employees if such conduct interferes with the individual's work performance, or creates a hostile or offensive working environment.Students are urged to report any conduct of a sexual nature by school employees or others to whom this policy applies to a school counselor or administrator.Every reported complaint of harassment will be investigated promptly and thoroughly by Alliance. Typically the investigation will include interviewing the complainant, anyone who may have knowledge of the alleged harassment, and the alleged harasser. Once the investigation is completed, Alliance will notify the complainant of the results of the investigation. Alliance will make every effort to handle the investigation in as confidential a manner as possible consistent with a thorough, fair and proper investigation. Alliance will not tolerate reprisals or retaliation against anyone as a result of the good-faith reporting of charges of sexual harassment.In determining whether alleged conduct constitutes sexual harassment, the totality of the circumstances, the nature of the conduct, and the context in which the alleged conduct occurred have to be investigated. Any employee found to have engaged in sexual harassment shall be subject to sanctions, including, but not limited to, warning or reprimand, suspension, or termination. Conduct of a sexual nature directed toward students shall be reported as child abuse for investigation by appropriate law enforcement and/or other authorities.D. Filing Complaints with State and Federal AgenciesIn addition to notifying Alliance of harassment or retaliation, aggrieved parties may wish to file complaints with other appropriate state and federal agencies, including the United States Equal Employment Opportunity Commission (EEOC) and/or the California Department of Fair Employment and Housing (DFEH), which have authority to conduct investigations of facts. Aggrieved parties are advised that statutory deadlines apply for the tender of complaint to either the EEOC and/or the DFEH and that if complaints are not timely filed they may be barred by law. If the EEOC and/or the DFEH believe that a complaint is valid and settlement efforts fail, aggrieved parties may seek an administrative hearing. Aggrieved parties may also be entitled to file a lawsuit in Federal or state court. Administrative agencies and the courts have the authority to award monetary and non-monetary relief in meritorious cases. Employees can contact the nearest EEOC or DFEH office at the locations listed on Alliance’s employment law poster or by checking the state government listings in the local telephone directory. Employees – All Other Kinds of Discrimination or HarassmentProhibited harassment on the basis of race, ethnic group, color, national origin, ancestry, religion, physical or mental disability, marital status, medical condition, sexual orientation, veteran status, age, or any other protected basis, includes behavior similar to sexual harassment, such as:Verbal conduct such as threats, epithets, derogatory comments, or slurs;Visual conduct such as derogatory posters, photographs, cartoons, drawings, or gestures;Physical conduct such as assault, unwanted touching, or blocking normal movement; andRetaliation for reporting harassment or threatening to report plaint ProcedureAlliance’s complaint procedure provides for an immediate, thorough, and objective investigation of any claim of unlawful or prohibited harassment, appropriate disciplinary action against one found to have engaged in prohibited harassment, and appropriate remedies for any victim of harassment. A claim of harassment may exist even if the employee has not lost a job or some economic benefit.Employees who believe they have been harassed on the job, or who become aware of the harassment of others are encouraged to inform the offender that this behavior is unwelcome. They should also immediately provide a written or verbal complaint to your supervisor, manager, Human Resources, or any other member of management as soon as possible. The complaint should be as detailed as possible, including the names of individuals involved, the names of any witnesses, direct quotations when language is relevant, and any documentary evidence (notes, pictures, cartoons, etc.).All incidents of prohibited harassment that are reported will be investigated. Alliance will immediately undertake or direct an effective, thorough, and objective investigation of the harassment allegations. The investigation will be completed and a determination regarding the reported harassment will be made and communicated to the employee who complained and to the accused harasser(s). If Alliance determines that prohibited harassment or other conduct that violates an Alliance policy has occurred, the organization will take effective remedial action commensurate with the circumstances. Appropriate action will also be taken to deter any future harassment. If a complaint of prohibited conduct is substantiated, appropriate disciplinary action, up to and including immediate termination, will be taken. Whatever action is taken against the wrongdoer will be communicated to the employee who complained. Applicable law prohibits retaliation against any employee who complains of prohibited harassment or who participates in an investigation.Liability for HarassmentAny employee of Alliance or Alliance School, whether an employee, supervisor, or manager who is found to have engaged in prohibited harassment is subject to disciplinary action, up to and including immediate discharge from employment. Any employee who engages in prohibited harassment, including any supervisor or manager who knew about the harassment but took no action to stop it, may be held personally liable for monetary damages. Alliance does not consider conduct in violation of this policy to be within the course and scope of employment or the direct consequence of the discharge of one’s duties. Accordingly, to the extent permitted by law, Alliance reserves the right not to provide a defense or pay damages assessed against employees for conduct in violation of this policy. PREVENTION OF CHILD ABUSE POLICY Alliance is committed to maintaining safe and secure campuses for students, and for following its legal responsibilities in reporting suspected child abuse/neglect to the proper authorities. Reporting Suspected Abuse/Neglect While the responsibility of enforcing legal prohibitions against child abuse and neglect lies with the protective agencies such as the local police department and Children’s Protective Services, Alliance’s child care custodians (including teachers, administrative officers, certificated personnel, etc.) are mandated reporters of known or suspected child abuse/neglect and are required to fulfill this legal responsibility. Every child care custodian of Alliance must sign a “Child Abuse Reporting” form indicating they understand their responsibilities to report known or suspected child abuse/neglect. See complete Prevention of Child Abuse Policy and Procedure for specific steps regarding the reporting of suspected abuse and neglect.Reporting Problems at the School SiteAlliance maintains zero tolerance for abuse. Every member of any Alliance community must participate actively in the protection of its students. All Alliance schools will monitor the school buildings and grounds: All unused rooms, storage areas, and closet doors should be kept locked at all times; all unused buildings and areas must be designated, posted and enforced as off-limits to children; all students are required to remain in areas that are easily viewed by employees; Interior doors should be left open and unlocked when rooms are in useBlinds should be left open to allow informal monitoring by a passerby.In the event that any current or future Alliance employee observes any suspicious or inappropriate behaviors on the part of any third party or other employee while on any Alliance premises, he or she is required to immediately report their observations to the principal or designee. Examples of suspicious or inappropriate behaviors include, but are not limited to: policy violations, neglectful supervision, “private time” with students, taking students off premises without adhering to procedures, buying unusual gifts for children and youth, swearing or making suggestive comments to students, or any other conduct as identified in this policy, or which is inappropriate or illegal in the eyes of the observer.All reports of suspicious or inappropriate behavior with students will be taken seriously. The principal or designee will conduct an immediate investigation concerning the alleged act or omission. If at any point in gathering information about the allegedly suspicious, inappropriate or illegal behavior, a concern arises that there is a possibility of abuse of any kind, appropriate law enforcement and/or local child protection services will be contacted immediately and a report will be filed. If at any point any policy violations with students are confirmed, employees will be subject to disciplinary action, including but not limited to, administrative leave, termination and/or criminal prosecution. Alliance will cooperate will any and all law enforcement and/or governmental entities in the implementation and enforcement of this policy.Employee Conduct With StudentAll Alliance and Alliance School employees are responsible for conducting themselves in ways that preserves the safety of students and that prevents either the reality of or perception of inappropriate interaction with students. In general, all Alliance and Alliance School employees will treat all children with respect and consideration equally, regardless of sex, race, religion, culture or socio-economic status. Employees will portray a positive role model for youth by maintaining an attitude of respect, patience and maturity. Alcohol, Tobacco, and Controlled SubstancesAll Alliance and Alliance School employees are prohibited from the use, possession, or distribution of alcohol, tobacco products, or any illegal controlled substances while in the presence of students or at any time on school grounds. They are also prohibited from being under the influence of alcohol or any illegal controlled substances while in the presence of students or at any time on school grounds.Transportation of StudentsAlliance and Alliance School employees may occasionally be in a position to provide transportation for students. The following guidelines should be observed in such circumstances: With the exception of emergency situations related to medical necessity, employees should avoid transporting students without the written permission of his or her parent or guardian; If written permission is not possible, the employee should make a written record of any verbal permission granted by the parent or guardian; Students should be transported directly to their destination and no unauthorized or unnecessary stops should be made; Employees will avoid unnecessary and/or inappropriate physical contact with students while in vehicles; Drivers who are assigned to transport students must be at least 21 years old and must abide by standards related to insurance and other legal requirements; The employee should make a written record of the trip, including departure and arrival times and locations and students involved; and Whenever possible, two Alliance or Alliance School employees should collectively engage in the transportation activity. LanguageEmployees will not speak to students in a way that is or could be construed by any observer as harsh, coercive, threatening, intimidating, shaming, derogatory, demeaning, or humiliating. Employees are to refrain from swearing in the presence of students. Employees are cautioned against initiating sexually oriented conversations with students, except in the context of Alliance’s health education or advisory curriculum. Employees are not permitted to discuss their own sexual activities with students. GiftsMoney will not be given to students. Gifts will not be given to individual students, except as an award related to a previously announced academic competition; or as a group award given to all participants in celebration of classroom or school accomplishment or special event. AttireEmployees must be appropriately and professionally dressed in presence of students. Each school may adopt its own dress code for employees and employees will be expected to follow that code. BehaviorOne-to-one counseling with students will be done in a public place insofar as possible, where private conversations are possible but occur in full view of others. Employees will refrain from intimate displays of affection towards others in the presence of students, parents, and other personnel. Employees are prohibited from possessing any sexually oriented materials (magazines, cards, videos, films, clothing, etc) on school grounds or in the presence of students. Physical contact with studentsSome forms of physical contact between adults and children are appropriate and that other forms are inappropriate, illegal, or have been used by adults to initiate inappropriate or illegal contact with children. Appropriate physical contact between employees and students include, but are not limited to:Handshakes;“High Fives” or hand slapping; briefly touching tops of heads, shoulders or upper back in acknowledgement, congratulation or consolation; brief sideways hugs; andholding hands while walking with small children. Inappropriate physical contact between employees and students include, but are not limited to:full body hugs or lengthy embraces;kisses; holding small children on the lap;touching bottoms, chests, knees, legs, , and/or genital areas; showing affection in isolated or private areas;sleeping with a student; wrestling with students;tickling students;piggyback rides;any type of massage;any form of unwanted affection; and/or any compliments that relate to physique or body development.All Alliance and Alliance School employees are prohibited from using physical punishment in any way for behavior management of students. No form of physical discipline is acceptable. This prohibition includes spanking, slapping, pinching, hitting or any other physical force as retaliation or correction for inappropriate behaviors by students. Other prohibitions include, but are not limited to, isolation except as needed for the child to gain self-control (and then only under the supervision of an adult, and no longer than 15 minutes), withholding food or water, degrading punishment, work assignments unrelated to a natural or logical consequence, excessive exercise, withholding access to contact with parents or guardians, withholding or using medications for punishment, mechanical restraint such as rope or tape to restrict movement, or any type of physical restraint.SAFE SCHOOL PLAN SUPPORT CONTACTSEMERGENCY CONTACT NUMBERSAlliance Home OfficeLocal Police Agencies:Contact NameContact NumberLocal City Agencies:Gas CompanyDepartment of Water and PowerDepartment of TransportationLocal Community Agencies:Local District OfficeNeighboring SchoolsSAFE SCHOOL PLAN CERTIFICATIONDate: School Name:SUPPORT STATEMENT: This document was developed and approved using a collaborative process respectful of representation/input from all stakeholder groups. Signatures below also indicate that we have reviewed and complied with the legislated requirements for safe schools.REQUIRED SIGNATURESPRINT NAMESIGNATUREPrincipal/Designee:Teacher:Classified Representative:Student (Secondary) Representative:Parent (of an attending student) RepresentativeLaw Enforcement:LAPD / LA County Sheriff / Local Jurisdictional Agency:ADDITIONAL PARTICIPANTSMANDATED REPORTING/NOTIFICATIONCalifornia Safe School Assessment (CSSA) ReportingThe California Safe Schools Assessment (CSSA) Program was created by the California Legislature to provide consistency among school districts throughout the State in the collection and reporting of information relating to school crime on campus. Schools are required to maintain an internal reporting system that will ensure the submittal of accurate data that reflects the current state of school safety on local campuses.Responsibility of Administrator:At every K-12 school site, one person shall be designated as the CSSA Site Recorder. The recorder may be a principal, assistant principal, school dean or student discipline coordinator.The Site Recorder shall be trained in the CSSA reporting process using PowerSchool.Responsibility of Site Recorder:The Site Recorder shall record and report the occurrence of all crimes as listed in California Safe Schools Assessment - Reporting School Crime / IncidentsThe Site Recorder shall crosscheck completed CSSA reports using PowerSchool with suspensions, opportunity transfers, expulsions and other disciplinary proceedings to ensure that all reportable incidents have been recorded.APPENDIX NStandards Based Text BooksProposed TextbooksOur instruction is driven by CA content standards. Textbooks, one of the instructional resources we will use, are aligned with California content standards and are consistent with textbooks currently used by other Alliance for College-Ready Public Schools. Specific textbook titles and publishers are subject to change based on the availability of new textbooks linked to the cycle of the textbook approval process in California as well as our ongoing annual internal program evaluation process where decisions about the effectiveness of instructional materials will be included in the application of our analysis of data. Textbooks for grade 12 will be selected by involving teachers and our administrators. SubjectGradeTitlePublisherISBN #Algebra I8/9Algebra I (California Edition)Prentice Hall0130442631Geometry9/10Geometry: Reasoning, Applying, MeasuringMcDougal0618250220Biology9Biology: Principals and ExplorationHolt0030519993ELA9Timeless Voices, Timeless Themes & Workbook- GoldPrentice Hall0130548251Spanish (native)9Ven Conmigo! Level 1- Cuardeno de ActividadesHolt003064979XSpanish (non-native)9Nuevas Vistas- Cuardeno de PracticaHolt0030741521Health9Lifetime HealthHolt0030646146Algebra II10/11Algebra II: Applications, Equations & GraphsMcDougal0618250204Chemistry10Holt ChemistryHolt0030391075Spanish (native)10Nuevas Vistas, Curso DosHolt0030527120Spanish (non-native)10Ven Conmigo! Level 2Holt003056591XELA10Timeless Voices, Timeless Themes - PlatinumPrentice Hall0130548065Marine Biology10The Living OceanUniversity of Hawaii Curr Research & Dev Grp0937049751ELA10Time Voices-Platinum Textbook w/ WorkbookPrentice Hall0131805169World History10Modern WH:Patterns of InteractionMcDougal0618557156ELA10Timeless Voices-Platinum Prentice Hall0131805169US History11America Pathways to the PresentPrentice Hall0131335081ELA11Timeless Voices, Timeless Themes - The American Experience Prentice Hall0130547921Spanish11Abriendo Paso GramaticaPrentice Hall0131660985Trigonometry11Trigonometry 7th EditionMcDougal Littell0618643338Chemistry11Holt ChemistryHolt0030391075AP US History11Battle Cry of Freedom: The Civil War Era (Oxford History of U.S.) Oxford University Press019516895XAP Spanish11Abriendo Paso LecturaPrentice Hall0131660977APPENDIX OInterim and Final Assessment ScheduleAlliance College-Ready Public SchoolsAnnual Benchmark Assessment ScheduleQuarterly – Benchmark and Final Assessment ScheduleBenchmark Assessment #110-week Report CardBenchmark Assessment #220-week Report CardBenchmarkAssessment #330-week Report CardState CSTCAHSEEFinal Report CardOctober January March SpringSpringBackground:Benchmark assessments are scheduled to precede 10-week progress report cards as ONE indicator (not the only indicator) for measuring student proficiency as part of reporting progress.The 8–week Benchmark assessment schedule allows time for teachers to use data to inform instruction and to provide instructional support for students whose performance indicates a need for re-teaching or tutoring or enrichment.Benchmark assessments are designed to be implemented within one week in English, Math, Science, and History. Three Benchmark assessments and end of year final exams are scheduled to avoid conflict with spring state CST and CAHSEE testing. An end of year writing assignment is scheduled across Alliance schools during the fourth quarter.APPENDIX PThe Brown ActThe Brown ActEntities CoveredCovered as "legislative bodies" (§54952) of "local agencies" (§54951) are local government bodies created by law, including the governing bodies of counties, cities, school and other public districts; the multi-member bodies they create to advise them or share their power; the bodies to which they provide funding and leadership; and corporate boards of firms operating district hospitals under lease after January 1,1994.Persons Legally ResponsibleElected or appointed members of legislative bodies — the former even before being sworn in (§54952.1) — can face personal misdemeanor liability for attending any meeting at which action is taken in violation of any provision of the Act, if they intended to deprive the public of information which they knew, or had reason to know, the public was entitled to (§54959).Civil EnforcementAny person, or a district attorney, may sue to get a court declaration that the Act is being violated, or to prevent future violations, or to challenge a policy that restricts speech rights of a legislative body member, or so seek a court's order that a body tape record its closed sessions based on having already illegally discussed or acted on a matter in closed session (§54960). Citizens or district attorneys may also sue to overturn an action taken illegally either in a closed or secret meeting or on a matter not properly listed on the meeting's agenda (§54960.1). A court may order that a prevailing challenger's court costs and attorney fees be paid by the offending agency, or that a prevailing agency's litigation expenses be paid by a frivolous challenger (§54960.5).Occasions Covered"Meetings" are gatherings of a majority of a body to hear, discuss or deliberate on agency business. Using chain or serial meetings, phones or other communications devices, or personal go betweens to develop majority consensus on such matters outside of meetings is prohibited. But a majority's attendance at professional conferences, community events, purely social occasions or even certain other government meetings is permitted so long as the events are open to the public exploited privately to discuss agency business or issues (§54952).Pre-Meeting NoticesFor regular meetings, whose time and place must be fixed by rule and confined to the local area with some listed exceptions (§54954), the body must post an agenda, 72 hours in advance, in a publicly accessible place, with brief descriptions of all matters to be addressed in open or closed session. With few exceptions, no discussion or action is permitted on unlisted items (§54954.2). Specific information about closed session topics must be listed on the agenda (§54954.5). Special meetings require a posted notice 24 hours in advance; interested media must be provided with a copy equally early (§54956). Emergency meetings (threats to public health and safety) must be alerted to interested media at least an hour in advance, and cannot be closed (§54956.5). New or increased taxes or assessments must be given special hearings and notices (§54956.6).The Fundamental Access RuleAll portions of all meetings must be open and public unless the Act permits otherwise (§54953), although certain phone or video conferencing arrangements are permitted, if allowing for full public participation at all sites. Exceptions to the open meeting mandate are found only in the Act or in specified sections of the codes applicable to public hospitals or school districts (§54962).Principal Permitted Closed SessionsBodies may, but are not required to, hold closed sessions to consult:with their bargaining agents on price and payment issues in real property negotiations (§54956.8);with their attorney on the threat or status of a lawsuit, or the need to file one, based on existing facts and circumstances (§54957);with their agents on issues that must be bargained with an employee union, or compensation matters being bargained with non-union employees; final action on the latter must be in open session (§54957.6);with law enforcement officials, when the security of public buildings or the public's access to public services or facilities is threatened (§54957);among themselves, on the status or behavior of one or more agency employees — not members of the body, elected officials or independent contractors; topics include employment, appointment, discipline, dismissal or performance. Employees have the right to insist on open discussion of complaints against them, and must be so advised in advance. Pay or benefit increases may not be discussed in such closed sessions (§54957).Closed Session Action DisclosuresFinal action taken in any closed session must be either immediately announced or, if contingent on some other specified event, disclosed even when the event occurs. Actual votes of each member are public, as are records documenting closed session actions (§54957.1).Citizens' RightsMembers of the public may:subscribe to personally mailed agenda packets (§54954.1);get copies of the agenda packet when released to the body, at or before meetings, at cost (§54957.5);refuse to sign rosters or provide other information (§54953.3), or pay charge for attendance (§54956.6);use cameras or tape recorders to document meetings (§54953.5);address the body at a regular meeting on any matter under the agency's authority, and at special meetings on any listed agenda item (§54954.3).APPENDIX QEmployee Hiring Process and SequenceALLIANCE COLLEGE-READY PUBLIC SCHOOLSAppendix QEMPLOYEE HIRING PROCESS AND SEQUENCE TASK SEQUENCEHR DIRECTORPRINCIPALCONTINUING TEACHERSComplete all required information on 2007-08 salary roster and submit to HR Director by May 1stXVerify eligibility of each proposed continuing teacherXComplete Salary Verification Form for continuing teachersXReturn signed Salary Verification Form to principalXIssue annual agreement to continuing teachers by May 15XNotify all teachers not selected for agreement renewal by May 15XNEW TEACHERSAdvertise positions to be filled:Job FairsRecruitment AgenciesCollegesXReview responses from applicants from various sources.XProvide interested individuals with the Alliance employment application* and request the following documents (if not already provided):ResumeLetter of InterestTwo (2) Letters of ReferenceCopy of Credential *Not necessary for applicants who submitted an application via Ed-JoinXSchedule and conduct interviews with selected applicants (if copies of documents listed above were submitted, ask applicant to bring originals to their scheduled interview)XFor applicants selected, send completed teacher application form AND all required materials to HR Director.XIssue Pre-Offer (conditional) Letter to candidates selected by principalsXVerify applicant eligibility:School VacancyCredentialsCriminal Background Check (DOJ Contacts Alliance Directly)Years Teaching Experience (Verification of Employment Form)Salary Rate In (Salary Verification Form) XVerify funding in school budgetX Return completed/signed verification to principalXPrepare Teacher Annual Employment AgreementXOfficially issue annual agreement to applicant XSubmit ORIGINAL agreement, signed by applicant and principal, to HR Director in order to continue hiring process and to include in Alliance Central Personnel file.XSchedule appointment with applicant to complete all hiring paperworkXSet up payroll for each employee ONLY after HR director has received all required documents, from principal and applicant.XAPPENDIX RFERPA ConfidentialityAlliance College-Ready Public SchoolsDear Parent/Guardian of High School Junior or Senior: Under the federal and state law, school districts are required to distribute lists of high school juniors and seniors with their names, addresses and telephone numbers to California colleges and universities, United States Armed Forces Recruiting Agencies, and other authorized agencies, as requested. However, the Family Educational Rights and Privacy Act and the No Child Left Behind Act mandate that parents be offered an option to withhold the release of this information each year. If you wish to withhold the release of your child’s name, address and telephone number, you must complete the form below and return it to the school. The request to withhold the student information is applicable only to the current school year. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Tear-off - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - REQUEST TO WITHHOLD DIRECTORY INFORMATION FORM TO: DATE: School Name Student Name: (please print) Date of Birth: Grade: Address: City: Zip Code: Telephone Number: Record Room: 1. I do not wish to have any directory information released to any individual or agency. OR 2. I do not wish to release the name, address and telephone number of the student named above to the agency or agencies I check below. United States Armed Forces (Military) Recruiting Agencies Colleges, Universities or Other Institutions of Higher Education 3. I also request to withhold the directory information according to the boxes I check below: Do Not Release Do Not Release PTA Name Address Telephone Date of Birth Dates of Attendance Previous School(s) Health Department Elected Officials _________________________________________Signature of Parent/Guardian (if student is under 18) _________________________________________Signature of Student (if student is 18 or olderAPPENDIX SPest Management PolicyPest Management services at all Alliance schools are provided by approved licensed professional pest management technicians (Appendix B) who are required to adhere to the Alliance Integrated Pest Management Policy. No pesticide or herbicide use is permitted by any school staff, parents, students, unlicensed contractors on any Alliance school campus at any time.POLICY STATEMENTIt is the policy of Alliance College-Ready Public Schools to practice Integrated Pest Management (IPM) in accordance with federal and state laws and regulations, and county ordinances.Pesticides pose risks to human health and the environment, with special risks to children. It is recognized that pesticides cause adverse health effects in humans such as cancer, neurological disruption, birth defects, genetic alteration, reproductive harm, immune system dysfunction, endocrine disruption and acute poisoning. Pests will be controlled to protect the health and safety of students and staff, maintain a productive learning environment and maintain the integrity of school buildings and grounds. Pesticides will not be used to control pests for aesthetic reasons alone. The safety and health of students, staff and the environment will be paramount. It is the goal of Alliance Schools to provide for the safest and lowest risk approach to control pest problems while protecting people, the environment and property. The Alliance School’s IPM Policy incorporates focusing on long-term prevention and will give non-chemical methods first consideration when selecting appropriate pest control techniques. Alliance schools will strive to ultimately eliminate the use of all chemical controls. The “Precautionary Principle” is the long-term objective of the Alliance. The principle recognizes that: a) no pesticide product is free from risk or threat to human health, and b) industrial producers should be required to prove that their pesticide products demonstrate an absence of the risks enumerated in paragraph two (2) rather than requiring that the government or the public prove that human health is being harmed. PRODUCT AND USE APPROVAL Products used at Alliance schools by licensed Pest Management Technicians must be first approved by the Alliance Director of Operations following a careful review of contents, precautions, and low risk methods. All purchasing of pesticides to be used on Alliance school sites or property will require the approval of Alliance Director of Operations Only licensed pest management technicians specifically authorized by Alliance Director of Operations are permitted to bring or apply pesticides on Alliance sites or property: other site employees and non-employees are not permitted to bring or apply pesticides on Alliance property. Products are divided into two classifications: 1) Products approved by Alliance Director of Operations for use at the discretion of the pest control technician within the guidelines of the Alliance IPM. This will be called the “Approved List.” The Approved List will adhere to Alliance “Pest Management Methods and Product Selection Guidelines” (Appendix D). 2) Products not on the Approved List whose use requires the written approval of Alliance Director of Operations when reduced risk methods are unsuccessful. Use of products not on the Approved List will be reported to and reviewed by Alliance Director of Operations on a case-by-case basis. TRAINING Training of personnel is critical to the success of an IPM program. All Alliance personnel and contractors, including facilities personnel, principals, teachers, parents, students, and the public, have roles and responsibilities in carrying out this IPM program. Training documentation will be reported to the school advisory council. METHOD OF IPM CONTROL The following is the preferred order in which pest management will be implemented: 1. Establish area pest management objectives, e.g., kitchens, playgrounds, classrooms, etc. 2. Establish pest threshold levels. 3. Initiate behavioral modification, including improved sanitation. 4. Utilize pest prevention methods, such as structural modification, and/or employ progressive non-chemical methods and techniques, including pest monitoring and trapping. 5. Employ reduced risk progressive pesticide selection as a last resort. NOTIFICATION, RECORDKEEPING, AND REORTING (Appendix C)Alliance schools will notify parents, employees and students of all pesticide applications using the following guidelines: 1. Alliance schools will provide annual notification to parents or guardians in the “Registration Packet” distributed at the beginning of each school year or upon enrollment. Notification will include: a) the IPM policy statement; b) the Approved List. c) The availability of IPM activity records in the main office; d) A request that parents or guardians notify the school principal if their child’s health and/or behavior would be influenced by exposure to pesticide products; and e) A mechanism by which parents or guardians can request notification of all pesticides applications. 2. The Approved List will be conspicuously posted annually in the main office of each site and remain posted throughout the year. 3. Applications of products not on the Approved List will be preceded by a 72-hour notification to parents or guardians, and school staff, except for emergencies as determined by the IPM coordinator and an independent IPM expert (approved by the Pest Management Team). Notification will include: a) the product name and active ingredient; b) the target pest; c) the date of pesticide use; d) the signal word indicating the toxicity category of the pesticide; e) a contact for more information; and f) the availability of further information at the school’s main office. 4. Signs shall be conspicuously posted around any area where pesticides not on the Approved List are to be applied in a non-emergency situation at least 72-hours before and for five (5) half-lives after any pesticide application. In the event of an emergency as determined in number three (3) above, posting will go up at the time of the application. Signs shall include the information listed in number three (3) above. PEST MANAGEMENT METHODS AND PRODUCT SELECTION GUIDELINES I. Pest management methods and product selection will be based on the following principles: a) In embracing the Precautionary Principle, Alliance Schools and Licensed Pest Management Technicians at Alliance schools will use only those pest management methods or products demonstrated to be the safest and lowest risk to children, and strive to use products that demonstrate an absence of the following health effects: cancer, neurological disruption, birth defects, genetic alteration, reproductive harm, immune system dysfunction, endocrine disruption and acute poisoning. b) In those instances where pesticide products fall outside of these specific guidelines, the Alliance school decisions on pest management methods or product selection will conform to the spirit and intent of this policy and these guidelines. c) Alliance schools will use only those pest management products that can be applied in a manner at a time where no person will inhale or come into direct contact with them, or be exposed to volatile agents. II. Only pest management products that fall within the following categories will be placed on the Approved List: ? insecticide or rodenticide baits and traps; ? caulking agents and crack sealants; ? borates, silicates, and diatomaceous earth; ? soap-based products; ? products on the Federal Insecticide Fungicide and Rodenticide ACT (FIFRA) 25(b) list {40 CFR 152.25(g) (1)} or the California Certified Organic Farmers organic list; ? cryogenics, electronic products, heat, and lights; ? biological controls, such as parasites and predators; ? microbial pesticides; ? insect growth regulators ? physical barrierAlliance for College-Ready Public SchoolsANNUAL PESTICIDE USE NOTIFICATIONThe Alliance Integrated Pest management includes notifying parents/guardians and school staff of pesticide use. During the school year, it may be necessary to apply pesticides at your child’s school to avoid serious health problems posed by pests and/or maintain the integrity of a structure. However, should you feel that your child’s or your (for school staff) health and/or behavior could be influenced by exposure to pesticide products, you are notified as follows:? An application of products on the Approved List may be applied during the school year (see attached list of pesticide products that have been approved for use at District sites).? In the event the use of a product is required that is not on the Approved List, you will be notified 72 hours in advance (Exception: Emergency circumstances that warrant an immediate response).? Additional information regarding pesticide products, including those on the District’s Approved List, is available online at http:/cdpr..Please complete, detach and return the form below to the school’s main office, indicating whether you wish to be pre-notified each time a pesticide is scheduled to be used at the school.------------------------------------------------------------------------------------------------------------REQUEST FOR NOTIFICATIONStudent/Staff Member Name:______________________________________________________School/Location:______________________________________________Room Number or Homeroom Number:_____________________________I would like to be pre-notified every time a pesticide application is to take place at the school (i.e., in addition to annual notification of Approved Products). I understand that the notification will be sent home with my child, or provided to me as a school staff member, at least 72 hours before application.I do not need to be notified every time a pesticide application is to take place at the school. I understand that I will receive an annual notification in the Parent-Student Handbook or by other means (for school staff) of pesticides approved for use at schools.Signature:_______________________________________________________Date:___________________________________________________________Note to Site AdministratorFile the original in the main office. Pest Management DepartmentIf the above “I would like to be pre-notified” is checked, forward a copy to Alliance Director of OperationsAPPENDIX TTeacher Agreement________________________College-Ready Academy High School #18Teacher Annual Employment Agreement Teacher Annual Employment AgreementThis employment agreement (“Agreement”) is entered between _________________College-Ready Academy School, a California charter public school (“Employer” or “the School”) and ________________, an educator holding a valid California teaching credential or appropriate certificate that meets state credentialing requirements (“Teacher” or “Employee”).This agreement recognizes the School and incorporates by reference its charter, policies, procedures or rules, as may be amended from time to time. Where there is conflicting language between any school issued written or verbal communication and this Agreement regarding the terms or conditions of a Teacher’s employment, this Agreement shall prevail. I. Description of EmploymentEmployee will serve as a “Teacher” during the term of this agreement. Employee will perform the duties generally described in Exhibit A: Teacher Job Description, and as may be amended from time to time. Employment terms are also governed by any current School charter, policy, procedure, rule or regulation, as adopted and amended as needed. Teachers are responsible for completing all professional paperwork and accounting, including, but not limited to lesson planning, grading student work, preparing school-wide assessments, ELD portfolios, report cards, maintaining cumulative records and other documentation. II. Term: Employee shall be employed for a term of one school year, including 190 instructional days, 6 pre-service professional development days, and 3 pupil free days. Pre Service Professional Development Days (6) _________________________Instruction Days (190) _________________________pupil free days for professional development (3) _________________________On all 190 instructional days and 3 pupil free days, teachers are required to be on campus from at least 7:30 a.m. –3:45 p.m. With the approval of the principal, teachers may be off-campus during their conference period (if included in their teaching schedule). Renewal of Annual Employment AgreementThe renewal of this annual employment agreement is determined by the principal of the School, based on employee performance and program need. The principal shall notify Employee of renewal or non-renewal of the annual agreement by May 15, ________.III. Evaluation of Professional PerformanceTeachers will be required to create and maintain a professional portfolio. Training, templates, and a proposed timeline will be provided during the pre-service professional development days in August. Support and at least ten hours of work time will be provided during professional development meeting time to assist teachers in completing the portfolio. The portfolio will be submitted to the Principal in early April. The portfolio will be one of the factors affecting the Principal’s decision whether to offer an AGREEMENT for the following year, and will be one of the components used to determine performance based increases in subsequent years. The portfolio will contain, but is not limited to:A full year course syllabus aligned to state standards and Alliance Interim Assessments, submitted by October 1st, to be revised throughout the year as needed. A minimum of ONE formal observation per semester (observation, written feedback and performance conference) conducted by the Principal or Assistant-Principal focusing on meeting standards set forth in Exhibit B: SAMPLE Final Teacher Evaluation Summary. The first observation period will be prior to December. The second observation period will take place prior to March. Final evaluations are expected to take place by April 30Two sets of student work, with a minimum of two samples of student work for the same assignment (one student who is at grade level and one who is below grade level,). A template will be provided to analyze the student samples. The two assignments chosen to analyze can come from the lessons conducted for the formal observations and discussed during the post-conferences. This item will be required at the principal’s discretion. Evidence of at least three public contributions to the school community learning environment such as: conducting school sponsored academic academy workshop for parents; making a presentation on instructional practices at school professional development; serving as a mentor “buddy” for a new teacher; leading a professional development session.IV. Compensation Annual Salary: Compensation will be provided for this school year based on a Salary Schedule, Exhibit C: Teacher salary schedule. Employee accepts this Agreement with the understanding that the organization may convert to a performance based pay system. Employee will receive an annual base salary of $ for the ___________ school year, to be paid monthly, on the last working day of each month, throughout ten (10) months. The Employee’s rating-in base salary placement may be adjusted based on individual teacher salary history, as long as Employee is able to provide appropriate written verification. Annual base salary may be augmented by a stipend for additional duties or based on performance incentives as established in Alliance Phase I performance incentives. STIPEND AMOUNT for the ________ school year: N/A.In-Service Days: In addition to regular salary rate compensation for the term of AGREEMENT instructional days, all teachers will be compensated with a training stipend at $150.00 per day for the 6 pre-service professional development days and 3 pupil free days.Stipend Pay: Stipends will be given at the discretion of the Principal, but criteria for any proposed stipends will be communicated to teachers and applied with equal opportunity to meet the criteria. Stipends may be offered to teachers who take on duties in addition to those described in this Agreement and will be paid on a completed semester basis. Performance Incentive Compensation: Employee will be compensated $1,000 in addition to base compensation, if the School achieves its ________ CA School-wide API growth target. Employee will be compensated $500 in addition to base compensation, if School achieves its 95% average daily attendance rate for the _________ school year. Performance incentives are payable by December 31, _________ to continuing teachers employed by the School for the __________ school year.Class/Student Coverage:If teachers are asked to cover another class during their conference period, they will be compensated at their regular hourly rate for the period covered. V.BenefitsIllness Leave: Employee shall accrue at the rate of one illness day per pay period/month of the employment Agreement term, up to a maximum of 10 days in an Agreement year. Ten (10) illness days shall be accessible from the beginning of the Agreement term. If the Teacher is offered an Agreement for the following school year, the teacher may choose to roll over all remaining Illness days to the following Agreement year. No teacher may accrue more than 30 days of Illness leave at any point. Accrual will freeze when the 30-day cap is reached. The School does not honor Illness days accrued with previous employers. Illness days do not accrue any monetary value and therefore are not paid upon termination. A doctor’s note will be required after three consecutive days of absence due to illness. The use of illness leave shall be governed by the School employment policies. Although illness leave is made available to teachers as of the beginning of the Agreement term, it is not expected that all days be used during one academic year.Personal Necessity Leave: Employee can use up to two (2) illness days as personal necessity leave from their illness leave balance per school year. Personal Necessity days are made available for unanticipated urgent matters that are not related to an illness. Bereavement Leave: Employee is granted bereavement leave only in case of the death of an immediate family member or relative/friend living in the immediate household of the employee. Bereavement leave allows time for making funeral arrangements and attending the funeral. Employees are paid for up to three (3) days off for local travel and up to five (5) days off for out of state travel. Jury Duty Leave: Employee is eligible for up to five (5) days paid leave when called on to serve as a juror, only after submitting documentation showing required days of attendance and verification that the employee has requested to have service postponed but request was denied. If required to serve, employee must submit documentation for every day of completed jury duty service. Health Benefits: Employee health benefits, Exhibit E: Health benefits package, will include a choice of medical, dental, and vision care. The school will pay up to $__________ a month to cover the cost of the employee’s monthly premium. Employees, who exceed the monthly premium cap, will have deductions made to their pay to cover the excess costs. Retirement: State law requires that all teachers deposit 8% of their pre-tax salary in the California State Teachers’ Retirement System (CalSTRS) and this contribution is matched by an 8.25 % contribution by the School.V. Termination of Employment AgreementBy the Employee If Employee decides to end this Agreement prior to the end of the term of the agreement, Employee must petition the Principal to be released. Release shall be considered only if for pressing personal necessity. Should a release be granted by the Principal, all benefits and salary shall terminate on the date of release.Employees leaving the school prior to the end of the agreement term [without a release granted by the School,] must reimburse the School for any illness days used that are in excess of 1 day earned per month at the time of their departure.Employees not planning on returning to the School for the following school year are required to notify the school Principal, in writing, by April 15th. An invitation offered to the Employee to return for the following year will be extended to the Employee by May 15. By the EmployerThe School may immediately terminate Employee for cause. For the purposes of this agreement, “Cause” will be solely as interpreted by the Principal or his/her designee and will include, but not be limited to the following reasons:Dishonesty, to include theft, falsifying information, or fraud.Unsatisfactory performance, as defined by the Teacher Evaluation tool attached hereto, provided employee has been given written notice of the deficiency and has been given 30 working days to cure the deficiency. School administration will provide a written support plan outlining the resources offered to the employee during the 30-day working period. Unfit for service, including documentation of the inability to appropriately instruct or associate with children or students. Refusal to comply with or support any regulation or law of the state of California or any policy or procedure of the School.Conviction of any crime involving a minor or moral turpitude. Unlawful discrimination or harassment of students or other employees. Possession of or being under the influence of illegal drugs or alcohol while performing any professional duties or when publicly representing the school, such as at a professional conference (even if the school did not pay the expenses of the conference).Gross negligence leading to the endangerment or harm of a child or children.Insubordination; refusal to comply with the direct instructions from the principal or school administration. Termination Appeal ProceduresEmployee has the right to appeal the decision for immediate termination as follows:Step 1: Employee has the right to submit a written request to appeal a termination decision to the President of the School Board of Directors within 10 calendar days of termination. President will schedule an appeal hearing within 10 business days of receiving the appeal request. Employee shall be provided an opportunity to present their appeal to the president, including any testimony, documentation, or witnesses relevant to the termination. President shall inform employee of response to appeal in writing within 10 business days of the appeal hearing.Step 2: If Employee is not satisfied with the decision made by the President of the School Board of Directors, the Employee has the right to submit a written request to appeal to the members of the School Board of Directors for a second hearing. Written appeal to the School Board of Directors shall be submitted within 10 calendar days of receiving written response to initial appeal from President. The decision of the School Board of Directors is final and shall be provided to employee within 10 business days of receiving the written appeal request.Natural Disaster and Other Events Out of the School’s ControlThis Agreement may be immediately terminated due to events out of the control of the administration such as fire, flood, and a national emergency, termination of the school lease by the landlord, declining enrollment or the revocation of the charter. VII. Intellectual PropertyMaterials developed during work hours or while attending professional events subsidized by the School or during any time compensated, either monetarily or with release time by the School, shall be the sole and exclusive property of the School. VIII. Due ProcessEmployee will have due process rights that include:Right to just cause discipline and dismissal.Right to mediation and a fair hearing, if necessary, with the President and School Board of Directors.A. DefinitionJust cause discipline will be exercised with the purpose to correct or improve job-related performance or behavior. B. PolicyMost workplace performance problems will be handled by informal discussion and counseling between the principal and the employee. Just cause discipline will be applied when more formal action is required.It is the school’s policy and practice that discipline be progressive in nature, beginning with the least severe action necessary to correct the undesirable situation, and increasing in severity only if the condition is not corrected. In addition to being progressive in nature, it is important that the degree of discipline be directly related to the seriousness of the offense and the employee’s record; therefore, it is possible for steps to be skipped or repeated. C. Steps of corrective actionWhen informal discussions and counseling have not resolved the issue or the situation warrants moving directly to formal action, the steps of corrective action may include:Initial written warningSubsequent or additional written warning(s)Final written warning which may include a suspension without payTermination It is generally recommended that all steps be taken; however, some problems may be so serious that early steps may be eliminated.IX. Complaint ProceduresA Complaint is a claim by the Employee that this Agreement has been violated with respect to that employee. Should such a complaint arise, the following procedure shall be the Employee’s sole and exclusive remedy with respect to that complaint. Complaint procedures are highly sensitive and confidential and all parties are obligated to maintain the highest standards of confidentiality.If an employee has a complaint, the first step in attempting to resolve the dispute is to engage in a good faith effort with the administrative staff. The good faith effort will include problem identification, possible solutions, selection of resolution, timeline for implementation, and follow-up. If the good faith effort is unsuccessful, the employee has the right to engage in the following complaint procedure.Step 1An Employee having a complaint shall present the complaint in writing to the Principal within 10 calendar days of the event or condition giving rise to the complaint. Failure to file a complaint in a timely manner shall be construed as a waiver of the party’s rights under this procedure. The Principal shall meet with the employee and other persons as determined by the Principal. If the complaint is not resolved within 14 calendar days of receipt by the Principal, the complaint shall be deemed denied and the employee may proceed to Step 2.Step 2The Employee shall notify the President of the School Board of Directors, in writing, that a complaint is pending. Each party to the complaint (Employee and Principal) shall select two members of the five member School Board of Directors to constitute a Complaint Board, to be chaired by a designee of the Board of Directors. If a selected Board member cannot participate in a timely manner or is considered an interested party due to a conflict of interest, the nominating party may make another choice. Board members who are interested parties will excuse themselves from complaint proceedings, if such members have a conflict of interest in the subject of the proceedings.The five-member Complaint board shall meet within 35 days of receipt of the complaint notification. Both parties will be given 1 hour each to present all arguments and documentation, including witnesses, to the Complaint Board. A decision as established by a majority vote of the members of the SCHOOL Board of Directors / Complaint Board is final. Failure to appear before the Complaint Board will be taken as a waiver of all rights under the complaint procedure. A written decision made by the Complaint Board will be rendered within ten working days of the completion of the hearing. In the event that additional information, investigation, or hearings are necessary after the initial hearing, the hearing may be continued and the final decision will be made within ten working days of the last committee hearing, or as soon thereafter as is practical. If the complaint is a complaint of discrimination, action will take place within 24 hours. An investigation of the complaint will ensue to determine as many facts about the issue as possible.IX. MiscellaneousThis Agreement is entered into, and shall be governed by the laws of California. This Agreement supersedes any prior oral or written agreements regarding the subject matter contained herein. This Agreement shall constitute the full and complete agreement between the parties hereto and may be altered, changed, added to, deleted from or modified only through the voluntary, mutual consent of both parties in a written and signed amendment to this Agreement. If any provision or any part of any provision of this Agreement is determined to be unlawful, void, or invalid, that determination shall not affect any other provision or any other part of a provision of this agreement. All such provisions shall remain in full force and effect. No waiver of any part or provision of this agreement shall be deemed or shall constitute a waiver of any other provision except as described in the document itself. Nor shall such waiver constitute a continuing waiver unless otherwise expressly stated. A signature below indicates that all terms of the Agreement including Exhibits A through E are acceptable. This Agreement shall be executed in duplicate originals. One signed original copy of this Agreement shall be returned to the principal within 10 days of the date besides the Principal’s signature below. An unreturned Agreement will be considered a refusal and the offer shall expire 10 days from the date below. The second signed original copy shall be returned to the employee.Principal’s Signature ________________________________________ Date __________As Agent for _________________,College-Ready Academy SchoolEmployee’s Signature: ________________________________________ Date __________APPROVED: Judy Burton, President of the SCHOOL Board of DirectorsExhibit A: Teacher Job DescriptionTeachers are employed for a workday consisting of one forty-minute advisory period and three (3) two-hour instructional periods of regular instruction per day on regular schedule days and a weekly conference planning period. On Wednesday, minimum day professional development days, teachers are employed for a 2-hour professional development period and 5 instructional periods. Teachers are entitled to a planning period, but they may occasionally be required to attend meetings essential to the needs of individual students during that time (for example, IEP meetings) without further compensation. The instructional school day for students begins at 7:45 a.m. and ends at 3:30 p.m. The AGREEMENT workday for teachers begins at 7:30 a.m. and ends at 3:45 p.m.Basic Responsibilities include, but are not limited to:Teachers are expected to aspire to excellence in all areas of the Alliance core values, principles and instructional strategies as described in their School charter petition.Teachers are expected to support the school’s mission, vision and policies and to promote and enforce the same.Teachers are expected to aspire to excellence in all areas specified by the California Standards for the Teaching Profession and the quality of their instruction will be evaluated in light of those standards.Teachers will create powerfully engaging curriculum designed to move students towards meeting proficient performance on the specific skills and content outlined by the California State Standards and defined by clear, specific, written criteria, such as student/teacher generated rubrics, that will be provided to students before a new concept and/or skill is attempted or assessed. Teachers are expected to keep detailed documentation of their efforts to create consistent and meaningful communication with parents and a wide variety of strategies designed to promote academic success for all students. Teachers are expected to have a coherent plan for classroom discipline and to keep clear and specific documentation of all intervention taken to correct student behavior before referring a student out of class. Teachers are expected to maintain accurate and keep current records for attendance, coursework, and to submit completed report cards and school-wide assessment records on time. Teachers are expected to take responsibility for their own Professional Growth and evidence of growth will be a required part of the teacher evaluation process in the framework of year-long goals. Further, teachers are expected to supportively cooperate and collaborate with university partners in professional development, when determined by the school principal or the Alliance.Teachers are expected to employ a wide variety of teaching methods designed to create opportunities for deep understanding and differentiated instruction for all levels of ability within a class, including serving students identified with special needs. Teachers are expected to implement the Personalized Learning Plans (PLP) via Advisory classes.Teachers are expected to teach essential high priority standards identified in Alliance Instructional Guides in developing lesson plans.Teachers are expected to use Benchmark Exam results to determine re-teaching needed for low performing students.Teachers are expected to demonstrate proficiency in implementing Alliance Quality Criteria for Classroom Instruction.Teachers will create and maintain a nurturing and engaging classroom environment.Teachers are responsible for all other tasks related to improving student achievement and offering powerful learning opportunities. Additional Commitments: In addition to fulfilling the Job Description attached, teachers will be expected to complete the following obligations outside of the hours specified above. To prepare for and attend no more than 10 evening events including Report Card Nights, Open House, Exhibition Days, etc. To make a major contribution to the organization and execution of at least one major student event. Serve actively on at least one school-established action committee throughout the school year.Attend all faculty/professional development meetings on time, from 1:30 p.m. to 3:30 p.m. or 7:45 a.m. – 9:45 a.m. on Wednesdays. Failure to attend these events should only be for the most critical of personal reasons and will result in a deduction of the appropriate amount of sick time or will be recorded as unpaid time off.Attend up to one monthly school business meeting which will be scheduled to take place after the instructional day.Support Provided by the School:At least $100 is available per teacher for reimbursement to cover discretionary classroom expenses.Two hours of release time will be provided during the AGREEMENT work day, each week, to conduct school business and participate in professional growth.Resources and time will be used creatively to provide release and support for teachers pursuing professional development activities.Release time or compensation will be provided for time spent outside of the AGREEMENT workday to develop Principal-approved cross-content or cross-grade level curriculum projects.8382000-113665FINAL TEACHER EVALUATION SUMMARYTeacher _______________________________ School _________________________________ Subject Area _______________________________Date(s) of Classroom Observations:_____________; _____________; _____________; ______________ Date of Evaluation Conference(s) ________________Directions: (1) Rate each numbered item by circling 5 for Exemplary, 4 for Proficient, 3 Emerging, 2 for Needs Improvement or 1 for Unsatisfactory to indicate the degree to which the teacher demonstrates effectiveness based on National Standards for the Teaching Profession.1.0. ENGAGES AND SUPPORTS ALL STUDENTS IN LEARNING1.1. Uses Essential Elements of Effective Instruction by monitoring & adjusting instruction, using principles of learning, selecting objectives at correct difficulty level, teaching to an objective1.2. Connects students’ prior knowledge, life experiences and interests with learning goals 1.3. Uses a variety of instructional strategies to elicit desired behaviors throughout various stages of cognition (knowledge, comprehension, application, analysis, synthesis, evaluation)1.4. Facilitates learning experiences that promote independence, interaction, and choice 1.5. Engages students in problem solving, critical thinking, and other activities1.6. Promotes self-directed, reflective learning for all students5555554444443333332222221111112.0. CREATES AND MAINTAINS EFFECTIVE LEARNING ENVIRONMENTS2.1. Creates a physical environment that engages all students2.2. Establishes a climate that promotes fairness and respect2.3. Promotes social development and group responsibility2.4. Establishes and maintains standards for student behavior2.5. Places student work on bulletin boards to create pride in achievement2.6. Uses instructional time effectively5555554444443333332222221111113.0. UNDERSTANDS AND ORGANIZES SUBJECT MATTER FOR STUDENT LEARNING3.1. Demonstrates knowledge of subject matter and sequences essential steps in the learning process (task analysis)3.2. Relates concepts and information within and across subject matter areas3.3. Develops student understanding through appropriate instructional strategies3.4. Uses material, resources and technology to make subject matter accessible to students3.5. Teaches rigorous lessons aligned to essential standards for subject55555444443333322222111114.0. PLANS INSTRUCTION AND DESIGNS LEARNING EXPERIENCES FOR ALL STUDENTS4.1. Draws on and values students’ backgrounds, interests, and developmental learning needs4.2. Establishes and articulates goals for student learning4.3. Develops and sequences instructional activities and materials for student learning4.4. Modifies instructional plans to adjust for student needs by eliciting, checking and interpreting overt behaviors and acting on those interpretations (monitoring and adjusting)555544443333222211115.0. ASSESSES STUDENT LEARNING5.1. Establishes and communicates learning goals/objectives for all students at the correct level of difficulty5.2. Uses formative & summative classroom data including Alliance quarterly benchmark data to guide instruction5.3. Collects and uses multiple sources of information as data to assess student learning5.4. Involves and guides all students in assessing their own learning5.5. Uses assessment of student work to guide instruction5.6. Communicates effectively with students, families, and other audiences about student progress5555554444443333332222221111116.0. PROFESSIONALISM6.1. Reflects on teaching practice and plans professional development6.2. Establishes professional goals and pursues opportunities to grow professionally6.3. Accepts constructive criticism and strives to improve by seeking advice and assistance6.4. Works with families and communities to provide optimal learning opportunities for students6.5. Adheres to professional standards (i.e. attendance/punctuality, timely completion of required reports, adherence to dress codes, etc. in Teacher Agreement)5555544444333332222211111 Meets standards for Alliance continued employment. Does not meet standards for Alliance continued employment.Evaluator’s Signature: __________________________________Employee’s Signature: __________________________________Evaluator’s Name (printed or typed) ___________________________Employee’s Name (printed or typed) ____________________________Evaluator’s Title _______________________________________________Distribution: Original to employee: Copy 1 to Home Office; Copy 2 for school fileFINAL TEACHER EVALUATION SUMMARY: COMMENTSDirections: (1) After rating teacher based on observations and performance, annotate specific commendations in the appropriate space below.(2) For all ratings between 1 and 3, evaluator comments are required in the space below1.0. ENGAGES AND SUPPORTS ALL STUDENTS IN LEARNINGImprovement Plan2.0. CREATES AND MAINTAINS EFFECTIVE LEARNING ENVIRONMENTS3.0. UNDERSTANDS AND ORGANIZES SUBJECT MATTER FOR STUDENT LEARING 4.0. PLANS INSTRUCTION AND DESIGNS LEARNING EXPERIENCES FOR ALL STUDENTS5.0. ASSESSES STUDENT LEARING6.0. PROFESSIONALISMEvaluator’s Signature: __________________________________________Employee’s Signature: __________________________________________Evaluator’s Name (printed or typed) _______________________________Employee’s Name (printed or typed) ________________________________Evaluator’s Title _______________________________________________Distribution: Original to employee: Copy 1 to Home Office; Copy 2 for school fileCollege-Ready Academy School Policies for Stipends and IncentivesStipendsStipends will be utilized either when the Principal of the School identifies a special need to implement the academic program or the Principal approves a proposal submitted by a Teacher. The Teacher Proposal for Stipend must include the following information:Identified need on campus that will directly or indirectly enhance the academic program and academic performance of students.Description of the support and resources that will be utilized to implement the program.Design or proposed program: who, what, when, why, where.Projection of hours involved and program timeline.Evaluation of program.Stipend amount requested.Performance Incentives Compensation Phase I - compensation incentives are based on achieving school-wide measurable outcome goals in the __________ school year.Employee shall be compensated $1,000 in addition to base compensation based upon the school achieving its school-wide CA Academic Performance Index Growth Target. The incentive compensation shall be paid by December 31, ________ to continuing employees.Employee shall be compensated $500 in addition to base compensation based upon the school-wide achievement of 95% average daily attendance rate for the _______ school year. The incentive shall be paid to continuing employees by December 31, ________.Phase II – individual employee compensation incentives will be developed during the ________ school year for initial piloting in future years after gathering input from employees and training. Individual employee incentives may initially be implemented on a voluntary basis during the piloting.APPENDIX UStudent Application00 INCLUDETEXT "Macintosh HD:Users:heidipierovich:Desktop:LAUSD Charter Sch:student Application.pdf" \c 雍???? \* MERGEFORMAT Error! Not a valid filename.APPENDIX VConflict of InterestCOLLEGE-READY ACADEMY HIGH SCHOOL #18Conflict of Interest PolicyArticle IPurposeThe purpose of the conflict of interest policy is to protect this interests of (College-Ready Academy High School #18), a California nonprofit public benefit corporation (the “Organization”), when it is contemplating entering into a transaction or arrangement that might benefit the private interest of an officer or director of the Organization or might result in a possible excess benefit transaction. This policy is intended to supplement but not replace any applicable state and federal laws governing conflict of interest applicable to nonprofit and charitable organizations.Article IIDefinitionsInterested PersonAny director, principal officer, or member of a committee with governing board delegated powers, who has a direct or indirect financial interest, as defined below, is an interested person.Financial InterestA person has a financial interest if the person has, directly or indirectly, through business, investment, or family:An ownership or investment interest in any entity with which the Organization has a transaction or arrangement,A compensation arrangement with the Organization or with any entity or individual with which the Organization has a transaction or arrangement, orA potential ownership or investment interest in, or compensation arrangement with, any entity or individual with which the Organization is negotiating a transaction or arrangement. Compensation includes direct and indirect remuneration as well as gifts or favors that are not insubstantial. A financial interest is not necessarily a conflict of interest. Under Article III, Section 2, a person who has a financial interest may have a conflict of interest only if the appropriate governing board or committee decides that a conflict of interest exists.Article IIIProceduresDuty to DiscloseIn connection with any actual or possible conflict of interest, an interested person must disclose the existence of the financial interest and be given the opportunity to disclose all material facts to the directors and members of committees with governing board delegated powers considering the proposed transaction or arrangement.Determining Whether a Conflict of Interest ExistsAfter disclosure of the financial interest and all material facts, and after any discussion with the interested person, he/she shall leave the governing board or committee meeting while the determination of a conflict of interest is discussed and voted upon. The remaining board or committee members shall decide if a conflict of interest exists.3. Procedures for Addressing the Conflict of InterestAn interested person may make a presentation at the governing board or committee meeting, but after the presentation, he/she shall leave the meeting during the discussion of, and the vote on, the transaction or arrangement involving the possible conflict of interest.The chairperson of the governing board or committee shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement.After exercising due diligence, the governing board or committee shall determine whether the Organization can obtain with reasonable efforts a more advantageous transaction or arrangement from a person or entity that would not give rise to a conflict of interest.If a more advantageous transaction or arrangement is not reasonably possible under circumstances not producing a conflict of interest, the governing board or committee shall determine by a majority vote of the disinterested directors whether the transaction or arrangement is in the Organization’s best interest, for its own benefit, and whether it is fair and reasonable. In conformity with the above determination it shall make its decision as to whether to enter into the transaction or arrangement.Article IVRecords of ProceedingsThe minutes of the governing board and all committees with board delegated powers shall contain:The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the governing board’s or committee’s decision as to whether a conflict of interest in fact existed.The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the pensationA voting member of the governing board who receives compensation, directly or indirectly, from the Organization for services is precluded from voting on matters pertaining to that member’s compensation.A voting member of any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from the Organization for services is precluded from voting on matters pertaining to that member’s compensation.No voting member of the governing board or any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from the Organization, either individually or collectively, is prohibited from providing information to any committee regarding compensation.Article VIAnnual StatementsEach director, principal officer and member of a committee with governing board-delegated powers shall annually sign a statement, which affirms such person:Has received a copy of the conflicts of interest policy,Has read and understands the policy,Has agreed to comply with the policy, andUnderstands the Organization is charitable and in order to maintain its federal tax exemption it must engage primarily in activities, which accomplish one or more of its tax-exempt purposes.Article VIIPeriodic ReviewsTo ensure the Organization operates in a manner consistent with charitable purposes and does not engage in activities that could jeopardize its tax-exempt status, periodic reviews shall be conducted. The periodic reviews shall, at a minimum, include the following subjects:Whether compensation arrangements and benefits are reasonable, based on competent survey information, and the result of arm’s length bargaining.Whether partnerships, joint ventures, and arrangements with management organizations conform to the Organization’s written policies, are properly recorded, reflect reasonable investment or payments for goods and services, further charitable purposes andDo not result in inurnment, impermissible private benefit or in an excess benefit transaction.Article VIIIUse of Outside ExpertsWhen conducting the periodic reviews as provided for in Article VII, the Organization may, but need not, use outside advisors. If outside experts are used, their use shall not relieve the governing board of its responsibility for ensuring periodic reviews are conducted.COLLEGE-READY ACADEMY HIGH SCHOOL #18Conflict of Interest PolicyAnnual Certification FormI have read and understand the COLLEGE-READY ACADEMY HIGH SCHOOL #18Conflict of Interest Policy. My signature certifies that I will comply will all provisions of the Conflict of Interest Policy as required by the COLLEGE-READY ACADEMY HIGH SCHOOL #18.Name (please print) _____________________________________________________Signature ______________________________________________________________Date ___________________________________________________________________Witness’ Name (please print) _______________________________________________Witness’ Signature ________________________________________________________Date ___________________________________________________________________APPENDIX W WASC Instructional team support for basic WASC needs at Alliance College-Ready Public SchoolsAlliance Team:Robin Manly, Director of New Teacher SupportNicole Murphy, Director of College Counseling OverviewAll Alliance College-Ready Public Schools (Alliance schools) participate in three basic types of engagement with the Western Association of Schools and Colleges (WASC):New schools – Need an initial WASC visit within the first two years Schools adding grade levels – Need a substantive change visit to validate a building change, grade level change and/or change in the instructional programEstablished schools – Need to complete a full self-study and prepare for the possibility of a third-year reviewThe WASC process addresses the integrity of our schools’ programs and validates student transcripts. Practically speaking, the WASC process is required because:All schools need UC approval of courses that meet A-G requirements. The UCs passed a policy in 2002 that requires at least initial WASC candidacy before submission of courses for approval.UC course approval impacts the schools’ ability to participate in UC’s Eligibility of Local Context (top 4% of schools’ seniors gain automatic admissions to a UC school) Accreditation is required for Cal Grant eligibility.Many districts have policies to accept “credits” only from WASC-accredited schools (or where there is a WASC reciprocal agreement).WASC accreditation is a conventional marker to stakeholders that says our schools have met higher standards of quality and effectiveness.Instructional Team support centers on assisting schools at all levels of the WASC process by helping them establish evidence of the success. Specifically, this includes providing current:Demographic, enrollment, achievement, comparison, and state reporting data (e.g. CALPADS data)School Accountability Report Cards (SARC) Master schedule dataParent, student, and teacher perception survey dataCounseling data regarding graduation requirements, graduation rates, college acceptance, and post-secondary degree attainment.Special education data similar to data from an LAUSD District Validation Review (DVR)This also includes facilitating professional development with the teachers, counselors, and/or leadership team at the individual school sites as well as coordinating information from other departments, such as:Budget data (including amount and use of categorical funds)Business planHR data regarding site-specific teacher credentialingCharter renewal data1.2 Goals/ObjectivesSystematically assist schools going through WASC accreditation in establishing overt evidence of success.1.3 Professional Development/Training StrategyProviding professional development (as needed) for teachers, counselors and/or leadership teamsProviding an in-house training module for schools that are going through the WASC process1.4Timeline The majority of WASC reviews happen throughout the spring semester. However, a WASC review could happen at any time during the school year. (See chart on the following page.)SchoolInitial WASC VisitWASC statusActionMiddle SchoolsChristine O’Donovan Middle AcademySubmitted Request for WASC Affiliation Form & Initial Visit Report Requested fall 2009 visitCandidacy through 6/30/13Substantive change visit: Spring 2011Date: TBDCollege-Ready Middle Academy #4Submitted Request for WASC Affiliation Form & Initial Visit Report requesting for fall 2010 visitN/A (new school)Initial affiliation requestedDate: TBDCollege-Ready Middle Academy #5Submitted WASC Initial Affiliation Form requesting -Spring 2011 WASC Initial Visit Date T.B.D.N/A/ (new school)Initial WASC: Requested for Spring 2011Date: TBDCollege-Ready Middle Academy #7Initial affiliation requestedDate requested: Fall 2012N/A (new school)Initial affiliation requestedDate requested: Fall 2012Richard Merkin M.S.Initial Accreditation through 6/30/2011Initial accreditation through 6/30/11Full self-studyDate: March 13-15, 2011Jack H. Skirball Middle School5/27/09Initial accreditation through 6/30/11Review in 2011High SchoolCollege-Ready Academy High School #5Initial WASC: Requested for Spring 2009Initial accreditation through 6/30/12Substantive change visit: Spring 2011Date: TBDCollege-Ready Academy High School #7Initial Accreditation through 6/30/2010Initial accreditation through 6/30/10Full self-studyDate: Feb. 27-March 2, 2011College-Ready Academy High School #11N/A (new school)N/A (new school)Initial affiliation requestedDate requested: Fall 2012Dr. Olga Mohan High SchoolSubstantive Change visit occurred on 11/19/09(Grade Level Configuration)Initial accreditation through 6/30/2011Full self-studyDate: Feb. 27-March 2, 2011Gertz-Ressler Academy High School #7Full Self-Study WASC VisitApril 20th-22nd 20096-year Accreditation with a midterm review (6/30/2012) Term runs through 6/30/2015Midterm review in 2012Environmental Science and Technology High School (ESAT) Submitted Request for WASC Affiliation Form & Initial Visit Report requesting for fall 2010N/A (new school)Initial WASC visitDate: April 12, 2011Health Services Academy High SchoolSubmitted Request for WASC Affiliation Form & Initial Visit Report requesting for fall 2010 visitN/A (new school)Initial WASC visitDate: TBDHeritage College-Ready Academy High SchoolSubmitted Substantive Change Form 8/4/2010 *Change of school siteInitial accreditation through 6/30/11Full self-studyDate: April 3-6, 2010 Huntington Park College-Ready Academy High SchoolFull Self-Study WASC Visit 4/19/09 & 4/20/096-year accreditation with midterm reviewMidterm review in 2013William and Carol Ouchi High School2007 Substantive Change form submittedInitial accreditation through 6/30/12Review in 2012Marc and Eva Stern Math and Science School High School (Stern MASS)2007 Substantive Change form submittedInitial accreditation through 6/30/11Full self-studyDate: March 13-16, 2011Media Arts and Entertainment Design Academy Submitted Request for WASC Affiliation Form & Initial Visit Report requesting for fall 2010Substantive Change Form filed for additional gradeFall 2010 WASC Initial Visit TBDKey: School is going through WASC Full Self-Study 2011APPENDIX X NCLB Program Improvement (PI) School RequirementsNCLB Program Improvement (PI) School RequirementsNumber of Years School Does Not Make Adequate Yearly Progress (AYP)OneTwoThreeFourFiveSixSeven Did not make AYPDid not make AYPSchool ImprovementCorrective ActionRestructuringRestructuringYear 1Year 2Year 3Year 4Year 5Local Educational Agency (LEA):Provide technical assistance to PI schoolNotify parents of PI status of school and school choice Set aside minimum 5% for professional development to meet highly qualified staff requirementsProvide choice to attend another public school in the LEA that is not PI (LEA is responsible for transportation costs.Establish peer review process to review revised school planSchool:Revise school plan within 3 months to cover 2-year periodUse 10% of Title I school funds for staff professional developmentImplement plan promptlyLEA continue:Technical assistanceParent notification of PI status of school, school choice, supplemental servicesProfessional developmentSchool choiceLEA add:Provide supplemental educational services to all eligible students School continue:Plan implementationProfessional developmentLEA continue:Technical assistanceParent notification of PI status of school, school choice, supplemental servicesProfessional developmentSchool choiceSupplemental servicesLEA add: LEA identifies school for corrective action and does at least one of the following:Replaces school staffImplements new curriculumDecreases management authority at school levelAppoints outside expertExtends school year or dayRestructures internal organizational structure of schoolLEA informs parents and public of corrective action and allows comment. LEAs may provide direct technical assistance to school site councils in developing school plans.School continue:Professional developmentCollaboration with district to improve student achievementLEA continue:Technical assistanceParent notification of PI status of school, school choice, supplemental servicesProfessional developmentSchool choiceSupplemental servicesLEA and School add:During Year 4, prepare plan for alternative governance of school. Select one of the following:Reopen school as a charterReplace all or most staff including principalContract with outside entity to manage schoolState takeoverAny other major restructuring LEA provides notice to parents and teachers and allows comment.School continue:Professional developmentCollaboration with district to improve student achievementLEA continue:Technical assistanceParent notification of PI status of school, school choice, supplemental servicesProfessional developmentSchool choiceSupplemental servicesLEA and School add:Implement alternative governance plan developed in Year 4School continues in PI and LEA offers choice and supplemental services until school makes AYP for two consecutive years. School exits PI after two consecutive years of making AYP.The copying, distribution, and/or display of Attachment C for noncommercial, educational purposes is permitted, provided that (i) the information is not modified and (ii) CDE is acknowledged for the development of the attachment. ................
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